438:), which means the compulsory lessons took place in the morning and the timetable for each class was organised in a way that there should not be any free periods while classes should end at the same time every day. Therefore, by allocating sufficient resources to the education system, East Germany employed a high number of teachers and educators, so the average number of students per class lessened from 26 in the fifties to 19 and less in the seventies, the high number of compulsory lessons were evenly spread throughout the six schooldays of the week, there was de facto no loss of class time because of ill teachers or shortage of teachers, the compulsory teaching was finished around noon and the afternoon was free for a variety of optional activities like elective teaching, study groups, project groups, children's sports and organised afternoon care for students in the lower classes.
469:
script, the writing, the reading and the grammar of the
Russian language. To be able to have a substantial conversation was not an aim, but to be able to use professional and technical Russian literature. The speaking skills should reach a level of sufficient fluency to have a small conversation with a local. There were only few opportunities for student exchanges. Appreciated by parents were the so-called head marks (
216:, East Germany accomplished large-scale education reform and introduced a dense network of high-standard education facilities, especially kindergartens. A unique characteristic of East German kindergartens was the strong educational background of these institutions. Children from age three to six learned to interact with other children, got used to a stable daily routine and were introduced to the idea of
322:
607:
503:
168:
25:
944:
673:. Access to these schools was restricted to the 2-3 best students per POS class. Entry to the EOS was after grade 8 for 4 years. At 18 years of age, every youth either had finished EOS or vocational training. A special form was vocational training with Abitur, which lasted three years after leaving the POS.
573:
in
England) after the 8th year of POS, they applied for vocational training after the 9th year. The result of the 9th year was therefore often more important than the final exam. The contract was then signed during the tenth year, so that after the tenth year of polytechnical school, a student went
381:
was not taught in school, but could be learned in the respective religious community outside of school. Instead of a comprehensive school with primary education followed by secondary education, the POS restructured the classic education process completely by establishing a systemic curriculum which
243:) which all children had to participate in. These activities were planned by the group educator and lasted 20 minutes in the little group, 25 minutes in the middle group and 30 minutes in the big group. The contents of the activities were regulated nationwide by a uniform teaching plan and included
592:
Big companies often trained more apprentices than they could absorb. Because after apprenticeship people went to national service, moved town, went to universities, changed jobs to work closer to home, etc. Hence companies had all age levels from 16-year-olds to seniors, who then trained up the
468:
as the foreign language was obligatory, because of the leading role of the Soviet Union in the
Eastern bloc. It was also available in English and French, but only as additional elective foreign languages (Universities required two foreign languages). The Russian lessons focused on the Cyrillic
259:
life (visiting factories, traffic education, cultural life, introduction to professions deemed important), introduction to natural and scientific phenomena (weather, seasons, sky, stars, rocks etc.), music, sports, artistic and constructive handicrafts and esteeming pieces of art.
409:) which expressed the ideas of the curriculum by naming the subjects that were believed to be crucial for a modern general education together with the number of weekly lessons for every single subject. The table of lessons fragmented in two parts, the compulsory teaching (
574:
on to 2 or 3 years (depending on subject) of vocational training. Vocational training was offered for every subject that was not taught at university, such as masonry, farming, accountancy, kindergarten teacher, nurse, mechanics, electricians, carpentry, butchery, etc.
676:
East German universities were closely linked to both schools and to industry. The universities selected their own students from the applicants. As the school system was centralized, all school certificates were comparable. No university entry exam was necessary.
580:
In the latter part of the apprenticeship the student was integrated into the team where they would work after the apprenticeship. The vocational training could take place in the students home town, but often occurred in another city. Students lived there in an
693:; Workers and Farmers College). While everyone could visit the VHS, access to the ABF was restricted to workers and farmers with at least five years of working experience. This was usually organized by the HR department of the company where they worked.
473:) which assessed behavior, industriousness, order, and cooperation. These were combined with a short teacher's essay about the student's character, success or progress, advice for future improvements - here and there from a socialistic point of view.
480:
There were annual championships on various subjects with the winners receiving prizes. The
Russian language and mathematics championships were seen and promoted as very prestigious and competitive as well as regular championships in sport, called
715:, religious affiliation (better to be atheist than religious), communist party membership, etc. In the mid-1980s, there was an important change: those who wanted to study informatics could have their national service halved to nine months.
476:
From the seventh year onwards, students visited a factory, power station or farm one day per week for 4 hours, depending on their location. At some of these places, the student would work alongside regular employees.
183:) which were often situated next to kindergarten buildings. Throughout the history of East Germany, young women would serve or volunteer in crèches in order to have more of an influence in raising their children.
585:(boarding school). In most cases that was the first time in the young persons life they lived "independent" from their parents' home for one or two years. The students were allowed to visit home on the weekends.
382:
expanded the concepts of secondary education into the lower classes. For instance in mathematics, handling of variables, math text problems with a multi-level solution, a fully developed embedded course in
588:
With a completed apprenticeship the worker/farmer was qualified to have additional training for supervisor (Meister), or technological school (Ingenieurschule). To go to university, Abitur was necessary.
310:
Children were also encouraged to take an active role in the running of their kindergartens. Children often had to serve each other meals and help keep the kindergarten clean and tidy.
696:
National service was 18 months for males between the age of 18 and 26. Often prospective students were intimidated into serving three years as NCO in order to begin university early.
577:
Vocational training was split in practical work and theoretical learning which focused both on the studied subject of career, and ended with a certificate and a formal title.
386:, the introduction to vectors, the handling and solving of simple equations etc. were taught from the beginning of the first grade. But nevertheless other subjects like
732:
873:"Socialist education for people with intellectual disabilities in the German Democratic Republic (GDR) – Conditions and impact of ideological indoctrination"
683:
There were two ways to get into a university: either via EOS or via apprenticeship plus abitur. For those who found their calling later in life, there were
628:
524:
42:
275:, but the fundamental concepts were taught to develop intellectual and motor skills. For instance, introduction to set theory within the numbers up to
200:
Crèches were able to support approximately 80% of young East German children with rates as high as 99% in several urban centres. It cost 27.50
820:
778:
333:, abbreviation POS for "Polytechnische Oberschule", was developed from 1957 to 1958 and established in 1959. The POS focused strongly on
89:
313:
There were no fees charged for the full-day care in kindergartens and there were enough places for 94% to 99% of East German children.
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689:(People's Colleges) for night classes and a special university preparation course in a boarding school lasting 1 year in an ABF (
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Mostly focused on technical education, these universities were highly regarded all over the world to be of a very high standard.
68:
193:
construction period. The crèches were often situated within walking distance of residential blocks or on site at factories and
965:
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Entrance to East German
Universities was very limited. To attend University education in East Germany, one had to attend the
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Many crèches and polytechnic schools had a number of specialists on site, such as their own doctors and dentists.
35:
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175:
The majority of East German parents (85%) worked outside of the home which resulted in a significant need for
461:. The school year always had 38 weeks of classes with 30 weeks covered by the nationwide unified curriculum.
405:, there were approximately four or five lessons. The Ministry of Education determined a table of lessons (
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than places. Several criteria were taken into account: school exams, national service time, patriotism,
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and so forth were not neglected but emphasised to be important for an all-around, gapless general
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per child per month for full day care at the crèches. Most crèches were open from 6 am to 6 pm.
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services throughout the country. Children up to the age of three attended state run crèches (
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For popular subjects, such as information technology, or prestigious subjects, such as
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843:"Local Day Care Quality and Maternal Employment: Evidence From East and West Germany"
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One lesson would last 45 minutes and students went to school six days a week. On
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417:). Later a third component was introduced, the optionally compulsory teaching (
801:"Was There an Ideal Socialist City? Socialist New Towns as Modern Dreamscapes"
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A considerable number of crèches were built and developed during the post-
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and was compulsory from age 6 until age 16. State-run schools included
914:
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Wakeman, Rosemary (2014), Diefendorf, Jeffry M.; Ward, Janet (eds.),
565:
458:
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220:. The children stayed together in the same group with the same group
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during the three years. The groups were called the little group (
304:
228:) for the young children of the age of three, the middle group (
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Two times a day there were lesson-like pre-school activities (
18:
911:
Löf, Sylvia; Ingrid Mållberg; Dietrich
Rosenthal (1979).
232:) for the children of the age of four and the big group (
961:
841:
Schober, Pia Sophia; Spiess, Christa
Katharina (2015).
325:
Beginning of the school year in the GDR, September 1980
16:
Overview of education in the German
Democratic Republic
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to it so that it can be listed with similar articles.
807:, New York: Palgrave Macmillan US, pp. 105–124,
563:
If a student did not enter into the EOS to take the
431:
School started early, usually between 7 am or 8 am.
759:"The Position and Role of Women Outside the Family"
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The POS was designed as a reliable all-day school (
373:-related theoretical and practical work, including
49:. Unsourced material may be challenged and removed.
765:, London: Palgrave Macmillan UK, pp. 49–114,
236:) for the older children of the age of five.
8:
635:. Unsourced material may be challenged and
531:. Unsourced material may be challenged and
424:Together, with the introduction of the POS
122:Education in the German Democratic Republic
655:Learn how and when to remove this message
551:Learn how and when to remove this message
109:Learn how and when to remove this message
166:
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441:The beginning of the school year was
283:, handling of quantities, crafts and
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805:Transnationalism and the German City
633:adding citations to reliable sources
529:adding citations to reliable sources
457:, then school started the following
419:wahlweise obligatorischer Unterricht
47:adding citations to reliable sources
763:GDR Society and Social Institutions
171:East German high school report card
953:needs additional or more specific
14:
287:exercises to prepare the hand to
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707:, there were more applicants to
605:
501:
464:Since 1951, the learning of the
23:
34:needs additional citations for
847:Journal of Marriage and Family
1:
691:Arbeiter- und Bauern Fakultät
413:) and the elective teaching (
331:polytechnic secondary school
771:10.1007/978-1-349-17780-6_2
58:"Education in East Germany"
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411:obligatorischer Unterricht
149:extended secondary schools
995:Education in East Germany
593:juniors before retiring.
428:was reorganized as well.
369:education and of course,
263:There was no teaching of
377:, woodwork, metal work.
1000:Society of East Germany
813:10.1057/9781137390172_7
757:Edwards, G. E. (1985),
436:verläßliche Tagesschule
415:fakultativer Unterricht
247:and speech, children's
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445:unless that day was a
357:, physical geography,
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255:, introduction to the
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670:erweiterte Oberschule
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629:improve this section
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871:Barsch, S. (2008).
737:LSE Business Review
493:Vocational training
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859:10.1111/jomf.12180
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