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ERIC Number: EJ774834
Record Type: Journal
Publication Date: 2004-Sep
Pages: 17
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0033-1538
Teaching Subjects and Time Allocation in the German School System (Berlin)
Schulte, Barbara
Prospects: Quarterly Review of Comparative Education, v34 n3 p335-351 Sep 2004
This article presents an overview of teaching subjects and time allocation in the German school system, with a particular focus on Berlin. An analysis of existing documents and guidelines will be combined with interviews conducted in the last part of 2002 with the Berlin school administration and with headmasters and teachers at different schools. This will be followed by a discussion of some on-going developments relating to the organization of school subjects. TIMSS and, even more severely, PISA have revealed that the German students' weakest points are important competencies, such as general logical thinking and producing independent interpretations. The German education system seems to be oriented too little towards problem-solving and the applicability of acquired knowledge. However, in spite of conservative calls for more clearly defined curricular contents, Berlin has decided to follow the example of the Scandinavian countries instead, where guidelines can be used much more flexibly than is the case in any German state today. Thus, it is the narrowness and rigidity of the curriculum guidelines, rather than the excessive freedom, that is deemed responsible for the unfavourable developments in the German school system. (Contains 6 tables and 5 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany (Berlin)
Identifiers - Assessments and Surveys: Program for International Student Assessment