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The system of higher education of the German Democratic Republic is described. Information on the different kinds of colleges--universities, university colleges, and engineering and technical colleges--is provided, including admission procedures, course objectives, course content and structure, further education, paths leading to the award of higher academic degrees, types of academic degrees awarded, training of foreign students, research at higher education institutions, the role of the library in the tertiary education system, senior academic staff, junior members of academic staffs at universities and university colleges, and college lecturers. Additional topics include: the integrated system of state administration, the administration of universities and university colleges, the administration of engineering and technical colleges, and international cooperation by universities, university colleges, and technical colleges. Appendices include diagrams of: the Integrated Socialist Education System, the routes to technical education, and the administrative structure at a university. Also appended are timetables for the curricula of livestock farming and technology of metal processing, and a list of higher education institutions. (SW)
This important new overview of the German Democratic Republic focuses on the country’s search for identity and legitimacy throughout its history. Dr. Henry Krisch analyzes major aspects of East German life—political, economic, cultural, and societal—to answer the fundamental question of the nature of the GDR. Arguing that East Germany has been shaped by history to an unusual degree, he explores the country’s historical background, including the Soviet Zone, the origins of the GDR, and the leadership of Ulbricht and Honecker, and examines the role and structure of the party, state, and military and security forces. The main emphasis of this book, however, is upon current problems and on likely responses to them in the near future. Issues such as the viability of communist politics in a technologically advanced society, the relationship of the GDR to a common German heritage and a competing West German state, and the country’s role within the Soviet alliance system are examined in detail, and current social concerns, including the peace movement, cultural trends, the role of women and youth, and the prime importance of sports, are discussed.
The establishment of the Communist social model in one part of Germany was a result of international postwar developments, of the Cold War waged by East and West, and of the resultant partition of Germany. As the author argues, the GDR’s ‘new’ society was deliberately conceived as a counter-model to the liberal and marketregulated system. Although the hopes connected with this alternative system turned out to be misplaced and the planned economy may be thoroughly discredited today, it is important to understand the context in which it developed and failed. This study, a bestseller in its German version, offers an in-depth exploration of the GDR economy’s starting conditions and the obstacles to growth it confronted during the consolidation phase. These factors, however, were not decisive in the GDR’s lack of growth compared to that of the Federal Republic. As this study convincingly shows, it was the economic model that led to failure.
Scholarship on the history of West Germany's educational system has traditionally portrayed the postwar period of Allied occupation as a failure and the following decades as a time of pedagogical stagnation. Two decades after World War II, however, the Federal Republic had become a stable democracy, a member of NATO, and a close ally of the West. Had the schools really failed to contribute to this remarkable transformation of German society and political culture? This study persuasively argues that long before the protest movements of the late 1960s, the West German educational system was undergoing meaningful reform from within. Although politicians and intellectual elites paid little attention to education after 1945, administrators, teachers, and pupils initiated significant changes in schools at the local level. The work of these actors resulted in an array of democratic reforms that signaled a departure from the authoritarian and nationalistic legacies of the past. The establishment of exchange programs between the United States and West Germany, the formation of student government organizations and student newspapers, the publication of revised history and civics textbooks, the expansion of teacher training programs, and the creation of a Social Studies curriculum all contributed to the advent of a new German educational system following World War II. The subtle, incremental reforms inaugurated during the first two postwar decades prepared a new generation of young Germans for their responsibilities as citizens of a democratic state.