The School System in the Federal Republic of Germany

1. The School System in the Federal Republic of Germany

2. Outline 1 Responsibilities of the National Government – Federal States 2 Coordination of Education by the Kultusministerkonferenz 3 Overview of the School System in Lower Saxony 3.1 Tasks of the Federal State 3.2 Municipal School Maintaining Bodies 3.3 Tasks of Municipal School Maintaining Bodies 4. Problems in Separating the Tasks of the School Maintaining Body and the Tasks of the Federal State in Practice 5. Advantages of the Separations of Tasks from the Point of View of School Maintaining Bodies

3. 1 Responsibilities of the National Government – Federal States • The areas and sectors in which the national government is entitled to enact laws are laid down in the constitution of the Federal Republic of Germany, the Grundgesetz [Basic Law]. • Since the education system is not explicitly referred to in the Grundgesetz, the national government is not allowed to enact laws in the education sector. • Thus, the 16 German federal states have the legislative powers for the school system. All 16 federal states have enacted their own school laws. Therefore, the organisation of the school system varies from federal state to federal state.

5. 2 Coordination of Education by the Kultusministerkonferenz • In the education sector, the Kultusministerkonferenz [Standing Conference of the Ministers of Education and Cultural Affairs of the Federal States in the Federal Republic of Germany – KMK], a working group consisting of the ministers of education of the 16 German federal states, ensures by means of its decrees and agreements the comparability of the different courses of education as well as of their qualifications. • Example: Throughout Germany, 265 hours per week from 5th form to Abitur [matriculation examination] after 12 or 13 years are compulsory. • In addition to this, the KMK makes recommendations on subjects and subject areas setting out guidelines on the learning contents to be covered. These guidelines are implemented in the respective curricula of the federal states.

6. The School System in Lower Saxony

7. 3 Overview of the School System in Lower Saxony Primary Education (1st-4th form) From 1st to 4th form, primary education is provided for all students. Upon completion of the 4th form, the parents receive a non-binding recommendation on the type of school at which they should register their child for secondary education. The parents then register their child at the type of school they have chosen. Secondary Education I (5th-10th form) In Lower Saxony, education is provided by a three-tier school system consisting of secondary schools, secondary modern schools and grammar schools. In addition to this, there are also comprehensive schools (integrated and cooperative types). The municipal school maintaining body determines if schools, what type of schools and where schools are maintained. The school structures may be different in other German federal states. Grammar schools exist in all 16 federal states. Secondary Education II (general upper secondary schools, vocational schools) In general, school attendance is compulsory for 12 years. Students may fulfil this obligation to attend school either in general upper secondary schools or, after completion of 9th to 10th form, in a part-time vocational school within the framework of the vocational training (dual system) or attend a full-time vocational school.

8. 3 Overview of the School System in Lower Saxony As a matter of principle, a separation of the tasks to be performed by the • federal state and • municipal school maintaining bodies is provided in Lower Saxony, as it is the case in all German federal states.

9. 3.1 Tasks of the Federal State • As tasks to be performed by the federal state, the organisation of the school system (types of schools) and other framework conditions (school committees, appointment of headmasters, compulsory education, rights of participation of parents and students, school supervision etc.) are laid down in school laws. In decrees, the basic principles for the pedagogical work to be carried out in the individual types of schools are determined. • Teachers and pedagogical members of the staff of schools are employees of the federal state.

10. 3.2 Municipal School Maintaining Bodies • The municipalities are the school maintaining bodies responsible for primary schools (1st-4th form). • The school maintaining bodies responsible for other schools, including vocational schools and special schools, are administrative districts and so-called “kreisfreie Städte” (major independent cities such as Hanover, Braunschweig etc.). • Municipalities and cities may become school maintaining bodies upon application.

11. 3.3 Tasks of Municipal School Maintaining Bodies • The school maintaining body determines which school it would like to maintain at which locations. However, this requires the approval by the school board. • The school maintaining body is responsible for the spatial and materialequipment of its schools. • The spatial equipment includes the entire architectural construction and maintenance of the respective school property and schools as well as the staff required in this respect (caretaker). The school maintaining body also employs other members of staff without pedagogical tasks (school secretary).

12. 3.3 Tasks of Municipal School Maintaining Bodies • In addition to the furniture, the material equipment also includes equipping the schools with teaching aids (such as wall maps, encyclopaedias, dictionaries, atlases), technical devices (such as blackboards, TV sets and computers), collections (Physics, Chemistry, Biology etc.), musical instruments etc. as well as facilities for schools operating as all-day schools (such as a school canteen). • The school maintaining body may provide the schools for which it is responsible with their own financial resources which the schools manage themselves.

13. 4. Problems in Separating the Tasks between the School Maintaining Bodies and the Federal State • Problems in separating the tasks between pedagogical activities and other activities: • Social work at schools • IT support • Lunch/subsidisation of meals/provision of meals • Problems in establishing a common budget from the funds of the federal state (amongst other things, for the employment of teachers) and municipal funds

14. 5. Advantages of the Separation of Tasks from the Point of View of School Maintaining Bodies • Ensuring the supply with teachers also in unattractive areas of Germany, which are often financially weak, too. • Meeting the very specific requirements of vocational schools is easier if the supply with teachers is organised centrally. • No competition between municipal school maintaining bodies for teachers in subjects in which there is a lack of teachers.