Preschool, elementary, and secondary

Full-time schooling is free and compulsory for children age 6 to 15 or 16; the exact age is determined at the state level. Although the control of education rests with the states, there is a national commission that strives for uniformity of curriculum, requirements, and standards. Some books and study materials are free, and financial assistance and other forms of support are available in cases of hardship.

Preschooling, to which the notably German contribution in modern times is enshrined in the universal word kindergarten, can begin at 3 years of age. Some four-fifths of children attend kindergarten. All children attend the Grundschule (“basic school”) from age 6 until about age 10. Somewhat less than half continue elementary schooling in a junior secondary school called the Hauptschule (“head school”) until about age 15 or 16. Afterward students are assigned to a Berufsschule (“vocational school”) that they attend part-time in conjunction with an apprenticeship or other on-the-job training. This program makes it possible for virtually every young person in the vocational track to learn a useful skill or trade, constantly adapted to the actual demands of the employment market.

Children who receive a commercial or clerical education, somewhat less than one-third of the school-age population, attend an intermediate school called the Realschule (roughly meaning practical school) and earn an intermediate-level certificate that entitles them to enter a Fachschule (“technical” or “special-training school”), the completion of which is a prerequisite for careers in the middle levels of business, administration, and the civil service.

Approximately one-third of all children are chosen to study at a Gymnasium (senior secondary school, equivalent to a grammar school in the United Kingdom), in which a rigorous program lasting for nine years (levels 5 to 13) prepares them—with emphasis variously on the classics, modern languages, mathematics, and natural science—for the Abitur or Reifezeugnis (“certificate of maturity”), the prerequisite for matriculation at a German university. The traditional structure of the German Gymnasium has mainly shifted from being built around a single branch of studies to offering a “reformed upper phase” with a choice of courses.

Many so-called Gesamtschulen (equivalent to British comprehensive schools), which were established beginning in the 1960s, are now operated in each state, though conservative areas were generally resistant to them. These Gesamtschulen are intended as an alternative to the previously rigid division into three levels, often criticized for forcing the choice of a child’s future at too early an age, a choice that, once entered upon, was almost impossible to change. These schools offer a large range of choices and permit pupils more freedom in seeking the level best suited for them.

Higher education

German universities, famed in history and noted for their enormous contributions to learning, especially in the 19th and early 20th centuries, have been severely strained by the swelling numbers of students and changing social conditions that have taxed the traditional structures of the universities beyond their capacities or accustomed functions. Today it has become all but impossible for students to take as long as they wish to complete their studies or to move from university to university. Lecture rooms, seminars, and libraries are greatly overburdened. In response, a small number of specialized private universities were founded, and there has been considerable debate about the financing of education, particularly whether tuition charges should be introduced.

To meet the rapidly rising demand for higher education, the number of universities also has increased. Entirely new academic universities have been added to the ranks of the ancient institutions, and the status of institutes and colleges of technology, education, and art have been upgraded to university rank. At the same time, new specialized or technical institutions such as the Fachhochschule, a higher technical college specializing in a single discipline, such as engineering, architecture, design, art, agriculture, or business administration, have been created. Little difference in prestige is attached to whether a student has studied at Heidelberg, founded in 1386, or at the University of Hagen, established in 1976, a distance learning university that supplemented online lessons with meetings at regional study centers. Among Germany’s leading universities are the Humboldt University of Berlin (founded 1809–10), the Free University of Berlin (founded 1948), the University of Cologne (founded 1388), the Johann Wolfgang Goethe University of Frankfurt (founded 1914), the University of Göttingen (founded 1737), the University of Leipzig (founded 1409), and the University of Tübingen (founded 1477). At the beginning of the 21st century Germany had more than 300 universities or institutions of equivalent rank (about half of which were Fachhochschule).

The rough equivalent of a bachelor’s degree is a Diplom, though some consider the degree a closer equivalent to the American master’s degree. A fairly large number of students also earn degrees in education (by way of the Lehramtspruefung) and in technical schools. A small number of institutions have begun offering an American-style bachelor’s degree.

There is an extensive range of possibilities for extended education or extramural studies. Each year about 1,000 Volkshochschulen (adult education centers) enroll some 10 million adults for complete courses or individual subjects, whether in preparation for or furtherance of a career or out of personal interest. The government has also promoted the retraining and further vocational education of workers.

Problems of transition

Integration of the former East German educational system brought a host of problems. As the focus of education was to inculcate the values of the communist state, even textbooks and some school materials were unsuitable for the educational aims of united Germany. English replaced Russian as the primary foreign language taught, forcing unemployment for untold numbers of Russian teachers and creating a shortage of qualified English teachers. The reorientation of primary and secondary schoolteachers to the standards and aims of the republic became an important concern and a focus of retraining.

At the university level the issue of competence became acute. Since many of the faculty of East Germany’s universities had been appointed based on their soundness in Marxism-Leninism or loyalty to the SED, upon unification their qualifications became obsolete. The federal authority for qualifying universities to confer degrees and diplomas were unable to give recognition to some institutions of university rank, while the ministers of education of the new states were subjected to great pressures to reconfirm existing appointments. Reappointment committees staffed largely by western Germans reassessed the qualifications of eastern faculty. These committees failed to rehire many easterners, and institutions in eastern Germany were flooded with westerners. Whereas the former East German research institutions had generally been separate from universities, the western system combining research and teaching was implemented nationally following unification.