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AQA GCSE German Higher

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In 2005, Germany launched the Excellence Initiative, a well-funded federal project to nurture a group of top-tier, globally competitive research universities. To foster competition between HEIs, institutions were financially incentivized to develop “future concepts” for research, research-oriented graduate schools, and “excellence clusters” (regional research networks). Universities that performed best in these categories were then classified as “universities of excellence” and received special funding.

The translation is assessed for AO3 (10 marks) as specified i The creation of a common higher education area in Europe in 1999, codified in the Bologna declarations, brought radical changes to German higher education, such as the previously unavailable Anglo-Saxon-style bachelor and master programs and the new European ECTS credit system. Whereas students in the 1990s were still able to freely pursue their academic interests and take a broad variety of courses in a more relaxed system without overly stringent semester limits, they are now boxed into more structured programs. Credential evaluators and international admissions officers will find the new programs considerably easier to assess than those of the previous less formal system. Administration of the Education System For completed doctoral programs, a written statement indicating degree conferral – sent by the institution attended This section provides information on marking instructions and/or the coursework assessment task(s). It includes information that centres need to administer coursework and must be read in conjunction with the course specification. In some regulated vocations, such as allied health fields, an officially recognized qualification is required to work in the field. These occupations are typically regulated at the state level and aren’t part of the dual system. Another difference between the dual system and state-regulated programs is that the latter typically have formal academic admission requirements. Programs in regulated fields such as social work are primarily school-based programs supplemented by internships.

Study Options

In higher education, a federal law called the Hochschulrahmengesetz (Higher Education Framework Act) provides an overarching legal framework. In addition, the Conference of University Rectors, which represents most universities, coordinates the development of common norms and standards. What that means in practice is that education laws are similar or consistent in many areas: Academic degrees, vocational and professional qualifications are mutually recognized between the states, so that the system runs smoothly, by and large. Realschule programs are academically more demanding and take an additional year to complete (grade 10). It’s possible for students who completed Hauptschule to seamlessly transfer into these programs, which generally comprise the same subjects. There are usually centralized state examinations at the end of the program. Students graduate with the Zeugnis des Realschulabschlusses (certificate of completion of Realschule), sometimes also called Mittlere Reife (intermediate maturity). The bachelor’s degree is an undergraduate university qualification which is recognised throughout Europe and in many countries worldwide. Bachelor, "Magister Atrium" (MA) and license degree ("Diplom") are referred to as "undergraduate studies". Schools and universities are regulated and funded by the governments of the states (in the case of public institutions). It should be noted, however, that the federal government also provides funding for HEIs, notably in research and development, as well as funding for projects of “supra-regional importance” (such as, for example, the current digitalization effort in schools). Since the state governments are increasingly hard-pressed to support universities amid rising numbers of students, the role of the federal government in higher education funding has expanded significantly in recent years. For example, the government currently subsidizes the states with 19,000 Euros per student to create up to 760.000 additional university seats nationwide over a four-year period. Another type of international school program offered in Germany is the European Baccalaureate, a multilingual program offered by the European Schools that is recognized as a university entrance qualification in all EU member states. There are also several French or bilingual French-German schools that are formally recognized. Waldorf and Montessori Schools

Higher German is designed to deepen your previous knowledge of the subject and create a better understanding of the language. You will be exposed to the language over a length of time and acquire greater fluency in topics within the contexts of society, culture, learning and employability. During the course you will enhance your skills in reading, listening, writing, speaking and translation. Grammar aspects will be studied and classroom interaction in the language will be encouraged. This course is challenging and requires the ability to study independently. Until the coronavirus pandemic wreaked havoc on education worldwide, international student mobility to Germany was booming. According to official statistics, the number of international students in the country surged by 46 percent between 2013 and the 2019/20 winter semester, from 282,201 to 411,600. In 2019, 11.7 percent of all students in Germany were international students—a high percentage compared with those of other top destinations like the United States, where just 5.5 percent of all students in 2019 were international, according to the Institute of International Education (IIE). Note, however, that Germany, unlike the IIE, includes in its international student numbers those foreign nationals who are in Germany on immigration or refugee status who attend higher education institutions (HEIs). Even so, 78 percent of all foreign students in Germany—319,000—are international students in the traditional sense, enrolled on temporary student visas. Elementary education begins at the age of six and lasts four years (grades one to four), except in a small number of states where it lasts six years. Most pupils learn at the Grundschule (foundation school), where they largely study the same general subjects. While there are some variations between state curricula, they usually include German, mathematics, social studies, physical education, technology, music, and religion or ethics. One noticeable difference is the age at which English is introduced. While English classes don’t begin before grade three in some jurisdictions, pupils in some states begin to study English as early as grade one. One state, Saarland, does not offer English in der Grundschule at all. Student assessment and promotion are generally school-based—there are no final graduation exams, nor is a formal final graduation certificate awarded. Note that Rhineland-Palatinate has had a special system since 1975, the Mainzer Studienstufe, which is 12.7 years in length to allow students to sit for the Abitur exams a few months early to facilitate seamless university admission.

Students typically also need to pass a final examination, which may test vocational competencies in addition to theoretical subjects. These exams are conducted by state examination bodies, or state-authorized industry associations like physician’s associations, lawyer’s associations, Chambers of Crafts ( Handwerkskammern), or Chambers of Industry and Commerce ( Industrie- und Handelskammern-IHK). There are 79 regional IHKs across Germany which conduct examinations in about 250 vocations. The final credential awarded is called the IHK- Prüfungszeugnis (IHK examination certificate). The German higher education system has not only grown over the past decades, it has also diversified. The most important change was the introduction of the Universities of Applied Sciences (Fachhochschulen) alongside the traditional research universities in the late 1960s. In total, there are currently 424 university-level institutions, in addition to a number of HEIs that are not classified as tertiary institutions such as Berufsakademien, sometimes referred to as Universities of Cooperative Education. The latter are more vocationally oriented institutions than Hochschulen. The language of instruction in schools is German. In higher education, the use of English is becoming increasingly common, as noted before. However, while some 13 percent of all master’s programs were taught in English in 2019, undergraduate programs and programs in professional disciplines are predominantly taught in German. Early Childhood Education

The exam is called the Abitur—a name that derives from the Latin verb abire, which can be roughly translated as “to leave.” Students are usually examined in four or five concentration or core subjects. In some states, students may also contribute “special learning achievements,” such as a paper or project, toward their final grade average, which is calculated based on the Abitur exam grades and the regular class grades earned in the final four semesters. The overall grade average is expressed in a range of 1 to 4 with 4.0 being the minimum average required for graduation. In addition to these traditional programs, there are a multitude of other part-time education programs that may be as short as three months, or as long as four years, offered by a variety of providers and companies. Students may enroll in these programs to obtain advanced knowledge in their field, improve computer skills, or train in another field. The German government actively promotes further education and lifelong learning, particularly with regard to digital competencies. Retraining programs for unemployed individuals may be paid for by the state, but unlike secondary programs, post-secondary vocational education is usually not tuition free.

The grading scale is largely consistent across public universities, even if private universities and some programs, such as law programs, use alternative scales. It ranges from 1 to 5 and is different from most numerical grading scales in that the lowest number represents the highest grade. At most institutions, a final grade average of 4.0 is required for graduation, but some universities may graduate students with a final grade of 4.3. Of note, there’s been a trend toward grade inflation in recent years. Between 2000 and 2011 alone, the number of good and very good grades awarded by German universities in final graduation exams increased by 9 percent, although it should be noted that there are significant variations in grade distributions between academic disciplines. It should be noted that while the Abitur or a subject-specific maturity certificate are the most common entrance qualifications, applicants with a vocational Meister or Fachwirt qualification are eligible for admission as well. Depending on the state, applicants who completed an upper-secondary vocational program and worked for a few years after graduation may also be admitted, if usually contingent upon special entrance examinations or completion of a probationary period. To boost tertiary enrollments, most German states have eased admissions restrictions in recent years. A record number of 65,000 students without the Abitur were enrolled in universities in 2018. Before the Bologna reforms, universities did not use credit systems, but quantified course and program requirements in weekly hours per semester ( Semesterwochenstunden) with Diplom or Magister programs typically requiring a total of 140 to 170 semester hours on average to graduate. Today, institutions use the European ECTS credit system, which defines one year of full-time study as 60 credit units with one credit representing 25 to 30 hours of study. A three-year bachelor program, thus, requires 180 ECTS credits. This low ratio is attributable, at least in part, to Germany’s long-standing separation between academic and vocational education, with the latter absorbing many students who in other countries might pursue tertiary education. Structural differences in labor market access in certain fields also play a role: Graduates from secondary-level German vocational programs—such as nursing, for instance—can legally work as entry-level professionals. In other countries, employment in these fields typically requires a tertiary degree.

The university was established based on the “ Humboldtian model of higher education,” developed by the Prussian philosopher and education minister Wilhelm von Humboldt. Core elements of this model include the integration of teaching and research—which were hitherto largely separated—and an independent academia free from state intervention. Its holistic approach to education, allowing students to freely choose their own course of study, stands in contrast to the more rigid and hierarchical university models prevalent across most of the world in current times. Although some analysts contend that the Humboldtian model has been largely constructed after his death, there’s no question that the model itself has been a central paradigm in German education since the 19th century and has conceptually influenced higher education in much of continental Europe. Progression is based on internal school assessment, but the content of the final graduation examination is usually set by the governments of the states, at least in the subjects of German, mathematics, and English. Upon completion of the program, students receive the Zeugnis des Hauptschulabschlusses (certificate of completion of Hauptschule). Private higher education in Germany has been growing rapidly in the recent past, but still remains relatively insignificant in a system dominated by public providers. There are presently 117 private HEIs in Germany, including 25 universities and 91 FHs, the vast majority of them founded since the beginning of this century. However, these institutions only enrolled 246,739 students or 8.6 percent of all tertiary students in the 2018/19 academic year. Germany’s secondary school system is complex. There are three main programs, which are studied in different types of schools: Hauptschule, Realschule, and Gymnasium. However, all, or at least two, of these programs may also be offered at the same type of school in some states (such as, for example, comprehensive schools ( Gesamtschulen), integrated secondary schools, or combined Haupt and Realschulen). In Bavaria, the Hauptschule may be called Mittelschule (middle school). Progression between grades is based on internal school assessment and generally requires examinations. Students who have a failing grade ( ungenügend) in a compulsory subject must repeat the year. They can have two conditionally passing grades similar to the U.S. grade of D—the grade of mangelhaft—but must usually repeat the year if they earn these grades in three subjects. The grading scale in the upper-secondary stage at Gymnasiums is a 15-point scale that is different from the grading scale used at other stages and types of schools. Both scales are shown below.Germany is not only one of the top five host counties of international degree students worldwide, but simultaneously the third-largest sending country of international degree-seeking students globally after China and India, according to UNESCO data. The latest available German government statistics show that 140,000 Germans studied abroad in 2017, about 90 percent of them in degree programs. This means that there are now twice as many German international students enrolled abroad as at the beginning of the century—a swift increase that was driven, in large part, by the Bologna reforms and the European internationalization paradigm of recent years. Changes like the use of a common European credit system and the splitting of Germany’s long single-tier university degrees into the Bologna two-cycle bachelor and master structure have facilitated international academic articulation and made it easier for Germans to study in other countries. What’s more, German government authorities have made it an official policy goal that 50 percent of all German students acquire some form of study abroad experience.

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