Istanbul April 2011

1. Primary sector –organisation and structure2. Secondary sector- organisation and structure3. Secondary sector II (fifth and sixth form)-

organisation and structure4. Vocational education and training-

organisation and structure5. Special education school system -

organisation and structure6. Intercultural education at School

The German primary school is a four year school system compulsory for all children aged 6 to ten years (in two federal states, 12 years). Traditionally, it is a half day school, with lessons taking place in the morning, but increasing movements towards an all-day system are made. Most children attend primary schools administrated by the state, and special needs schools are available for children who are diagnosed as unsuitable for the standard primary school system.

The tasks and objectives defined for the primary school system have been continuously reformed in the recent past. Hence, the focus is directed towards the development of self learning strategies and skills, children are encouraged to learn by experience and interaction with their environment. In 2004, national standards for the subjects German and mathematics were introduced, and foreign language learning begins at primary school level.

The secondary school system in Germany consists of a lower secondary level (compulsory full time school for 10 to 15 year old students) and an upper secondary level, where at least part time school attendance is compulsory. Different secondary school system institutions are geared to the attainment of divers certificates of qualification, but the institutions are open in principle so that it is possible to transfer from one institution to another. Further, the qualifications can also be obtained in adult education institutions (evening classes). Generally, the lower secondary system comprises the school years 5 to 9, and leads to a general qualification, while the qualified leaving certificate for the year 10 is the entry requirement for vocational education and training, and to the upper secondary school system (two to three years) which allows for higher education.

Types of educational institutions at lower secondary level: Schools providing general education at lower secondary level build on the foundations laid by the Grundschulen catering for all pupils (primary schools). Most Länder offer the Hauptschule, the Realschule, the Gymnasium and the Gesamtschule. Furthermore, several Länder have new kinds of schools in which the courses of education provided at Hauptschulen and Realschulen are combined in curricular and organisational respects. The names of these schools differ from Land to Land: e.g. Mittelschule, Regelschule, Sekundarschule, Integrierte Haupt- und Realschule, Verbundene Haupt- und Realschule, Regionale Schule and Erweiterte Realschule. Common principles for lower secondary education were laid down by the Standing Conference of the Ministers of Education and Cultural Affairs in the Agreement on types of school and courses of education at lower secondary level of December 1993, amended in September 1996.

The educational institutions of the upper secondary level include general education levels and vocational education and training levels as well as the VET institutions participating in the dual system, thus all full time or part time secondary level education institutions for 16 to 19 year old students.

The Gymnasiale Oberstufe (upper secondary level grammar school) comprises the years 11 to 13 (in in some states 10-12 or 11-12) , it normally consists of a one year introductory phase and a two year period of qualification. The introductory stage is followed by a course system of semesters, thus the class structure is submitted. Basic courses provide general tuition, while so-called “Leistungskurse” (major subject courses) are more scientific in their orientation, thus preparing for higher education. . The work and study at the grammar school is directed towards the attainment of the Allgemeine Hochschulreife (higher education qualification).

Full time vocational education and training institutions include the Berufsfachschule(vocational school), the Fachoberschule technical college), the Berufliches Gymnasium/Fachgymnasium (vocational grammar school) the Fachschule and other less frequent types of vocational training institutions.

The dual system of vocational education and training> Two thirds of the young school leavers seeking professional training attend a three year qualification in the dual system. The training is performed at two different locations, i.e. a school where theoretical tuition is attended, and a practical training institutions at shop floor. The dual system of vocational education and training intends to provide fundamental general knowledge on the onhe hand, and the specific skills necessary for a particular profession on the other hand.

The Berufsfachschulen serve to provide an introduction to one or several occupations, provide part of the vocational training in one or several recognised occupations requiring formal training or lead to a vocational training qualification in a specific occupation. At the same time, they expand the level of general education previously acquired.

In the Berufsoberschule, the knowledge, capabilities and skills acquired by pupils during their initial vocational training are taken as the basis for an extended general and in-depth subject-related theoretical education, which will enable pupils to pursue a course in higher education. The three to four-year courses of education for double qualification provide both vocational qualification (e.g. the assistant occupations or vocational qualifications in a number of recognised occupations requiring formal training) and a higher education entrance qualification.

The special education system in Germany has undergone considerable measures of reform in recent years, focusing on the support of individuals with special educational needs by means of varied types and degrees of assistance. Since the 1980s, children with disabilities have been integrated into the mainstream school system in pilot projects, and divers co-operations exist between mainstream schools and special needs institutions. The objective is to allow each child to develop whithin its own abilities, hence to be enabled to participate in social life and work.

The Ministries of Education and Culture have developed curricula for schools for children with learning disabilities and mental handicaps, so school is compulsory for all children regardless of cognitive or physical disability.

In dealing with alien and familiar, change of perspective, which enhances the pesonal perception and tries to adopt a foreign point of view, a key to selfconfidence and reflected outside perception. The mirrored perception from outside, achieved by change of perspective, supports the development of a stable identity and contributes to social integration. Tolerance gained on this foundation accepts worldy orientations that seem incompatible with ones own, as long as they respect human rights, human dignity and basic democratic rules.