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Abstract:
Purpose
This study aimed to explore the development of the two-tiered school system in Germany, and to analyze its
implementation and impact. The two-tiered school system was established by building up integrated secondary schools
in addition to the Gymnasium (academic high schools). This approach is becoming increasingly popular in Germany, as
many Länder (states) have adopted such model. In the field of comparative education, Germany is considered the
prototype of a stratified school system. Moreover, its differentiated features and early selection have been retained for
decades despite various reforms. The introduction of the two-tiered school system underlines the significant change in
the German school system and it is of interest to examine its development. Therefore, this study examined (1) the
context of structural reform of the school system in Germany, (2) policy formulation and the components of
school system reform at the state level taking Hamburg and Berlin as examples, and (3) the policy goals and implement
impact of the twotiered school system in Germany and its implication for Taiwanese secondary school system, systematic
ally.
Design/methodology/approach
This study analyzed various documents, including official records, statutes and relevant studies. In accordance with the
Germany’s federal structure, the key level of action was the Länder. Thus, this study further examined the prominence
of Land-level action on the school system.
Findings
The two-tiered school system (1) aimed to tackle the deficiencies of the multi-track school system, (2) was the result of
compromise, as the distinct position of the Gymnasium was never endangered, (3) embraced the heterogeneity of
learning groups, with the aim of increasing overall performance, and (4) is still a tracking system, making it difficult to
overcome its stratified nature.
Originality/value
1. This study presented a systematic overview of the structural reform of the German school system, highlighting the
transformation from multi-tiered to two-tiered model. Furthermore, this study scrutinized the tracking mechanism in
terms of educational choice, going beyond a descriptive approach to the study of education systems.
2. A substantial part of this study was a review of recent German scholarship on structural reform of the school system.
Since few such studies have been conducted in Taiwan, this work provides a foundation for researchers to develop
further lines of inquiry.
3. According to the Germany’s federal structure, responsibility for the school system is incumbent upon individual Land
(state). Taking Hamburg and Berlin as examples, this study demonstrated the prominence of Land-level action on the
school system. While the study of education systems has conventionally used countries as the principal unit of analysis,
this study has explored sub-national systems.
Author:
Author Description:
Associate Professor, Department of Education, National Kaohsiung Normal University, Kaohsiung, Taiwan.
APA:
Ping-Huang Chang (2018). Development and commentary analysis of the two-tiered school system in Germany. Contemporary Educational Research Quarterly, 26(1), 1-43.
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