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• W289266593 abstract "The West German rate of economic growth in the last decades has been remarkably high in comparison with other West European societies. What has not been so remarkable has been the rate of growth in educational opportunities for low status children or in what some German researchers call educational participation (Bildungsbeteiligung) [1]. Robinson & Kuhlman have aptly typified the period of the 1950's and 1960's so far as education is concerned as two decades of non reform [2]. And the controversial O.E.C.D. report of 1972 put the matter this way: In spirit and structure, schooling in Germany remains old fashioned, as it does in several other European countries. In an age when secondary and higher education are being rapidly developed in other advanced states, Germany has made do with a system that until now has effectively shut off some 90%/ of the children from the possibility of entering university level education ... in which teachers appear to follow authoritarian models in their classroom behaviour; and that is bureacratically administered lacking essential minimum elements of public, teacher and student participation in decisionmaking. [3] In 1964 something of a national scandal erupted on the publication of Georg Picht's book Die Deutsche Bildungskatastrophe (The German Educational Catastrophe) [4]. This book exposed a hornets' nest of problems in German education, ranging from the unjustifiable neglect of school resources themselves. He predicted among other things that in a few years it would be necessary in Germany to send children away from schools because there would be insufficient classroom space for them. Since the mid-sixties there has been a continuous debate in Germany about the system of education and the opportunities it affords to different sections of German society. The issue of equality of educational opportunity has, in the course of the educational debate, come to symbolize much of what is thought to be wrong with West German education. The reason for the centrality of the issue of opportunity in education (Chancengleicheit) is not difficult to discover. Despite a rapid increase in the numbers of students in German schools staying on to higher levels of education, the social class gradients of opportunity have remained more or less the same over a period of ten to fifteen years, suggesting a structural intransigence to change in German education, despite a growing awareness throughout German society of the need for change to take place. Table I sets out the growth in educational participation in West Germany between 1961 and 1970. The table shows that the proportion of children in each of the attainment age groups staying on at school almost doubled during this period but that there was a rapid narrowing in the proportion of the age groups staying on at each successive level." @default.
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• W289266593 date "1977-01-01" @default.
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• W289266593 title "Patterns of Educational Inequality in West Germany." @default.
• W289266593 hasPublicationYear "1977" @default.
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