AQA GCSE German Higher

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Final and intermediate examination certificates ( Diplomprüfungszeugnis, Hauptprüfungszeugnis, Vordiplom, Zwischenprüfungszeugnis) – sent by the institution attended Supports you to teach the skills studentswill need, such as translation and understanding authentic and literary texts, and will help you to understand what is expected at each tier in the linear assessments. As in several other European countries, the Bologna Process brought major changes to the German higher education system. Before the reforms, the standard courses of study at German universities were long single-tier programs with a nominal duration of 9 or 10 semesters, although it often took students much longer to graduate. These integrated programs led to the qualification of Diplom—awarded in the sciences, engineering, business, and some social science fields—or the Magister Artium (awarded mostly in the humanities). These credentials could be classified as graduate level qualifications and provided access to doctoral programs. Universities of Applied Sciences, on the other hand, offered shorter four-year programs leading to the Diplom (FH), which usually did not allow for progression to doctoral studies. As noted before, programs in licensed professions like medicine, dentistry, veterinary medicine, or law are long, single-tier programs entered after upper-secondary school. These programs are taught at universities but conclude with government-administered examinations. Instead of earning an academic degree, graduates earn a government-issued certificate of completion of state examination. Medical programs, for instance, conclude with the award of the Certificate of Physician Examination ( Zeugnis der Ärztlichen Pr üfung). Splitting this program into bachelor and master cycles is presently not deemed feasible in Germany, because of concerns about educational quality and questions regarding the employability of graduates with a first-cycle Bachelor of Medicine degree. Montessori institutions are another type of independent private school in Germany. There are about 1,000 of them, most of them early childhood education institutions, but there are also various Montessori schools at the secondary level. These schools are officially allowed to operate, but students need to sit for graduation examinations at public schools to obtain an official German qualification. There are also schools that train Montessori teachers. These institutions typically offer shorter diploma courses in conjunction with an official German teaching qualification. (For more information on the Montessori education model, see here). Tertiary Education

In the qualification phase, students can typically choose elective subjects, which they study with greater intensity. These subjects are examined at the end of the program in centralized exams. The concrete combination of subjects, and the name given to them, varies by state: Some have two main subjects studied for five hours a week ( Leistungsfächer), and two or three additional examination subjects ( Prüfungsfächer). Others have five equally weighted core subjects ( Kernfächer) studied for four hours. Yet another variation involves mandatory core subjects (German, mathematics, foreign language) and profile subjects chosen from three different subject areas: arts and languages, science, and social sciences. Yet these reforms soon ran into resistance in various states. The new programs were often more rigid and offered fewer elective subjects, and they required students to spend considerably more time in the classroom per week—changes that proved unpopular with many students and parents. Political opposition mounted with critics lamenting the “ lost childhood” of Germany’s students and a loss of educational quality in supposedly overloaded programs. While many education experts disagreed with these notions, the G8 reforms became a political issue and several states reversed course. The Photo card task is recommended to last between four and five minutes in total at Foundation tier. At Higher tier, the Photo card taskThe 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. 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.

Aside from these quantitative differences, German TNE is qualitatively distinct in that it is part of a long-term, government-subsidized internationalization strategy, while initiatives in other TNE hubs are often privately led and commercially oriented. Transnational partnerships are not only viewed as beneficial for the global competitiveness of German universities, but also as a tool of development aid, designed to support academic capacity building in other countries. More commercially oriented modes of TNE, such as distance education, validation, and franchising models, remain uncommon in Germany. In fact, the best practices for TNE set forth by the Rector’s Conference, Germany’s university association, stipulate that TNE ventures must be not-for-profit, and that fees can only be charged to cover operating costs. Whereas other TNE qualifications are not necessarily recognized in the countries where students enroll, the “academic qualifications offered by German higher education projects abroad” must be “recognized by both the host country and the participating German universities.” Admission requirements at private universities are often less strictly tied to the final Abitur grade and may place greater emphasis on entrance exams, interviews and other criteria, although this varies by institution. Universities of Applied Sciences have lower admission requirements than universities and admit students with the Zeugnis der Fachhochschulreife. In a few states, this certificate can also provide access to regular universities. Germany has some of the oldest students in the OECD, partially because of the exceptionally long secondary education cycle in many parts of the country. Abitur programs in West Germany had traditionally been 13 years in length, while education in former East Germany lasted 12 years. However, three out of five East German states adopted a 13-year system after reunification, so that by 2000 most states had long programs.The exams are conducted by chambers of crafts or IHKs. Preparatory programs may last between one and three years with many candidates studying part-time while working. A comparable qualification in business-related fields is Fachwirt (which can be roughly translated as business management specialist). Successful completion of the Meister or Fachwirt examination opens access to university programs in most states. There are 10 accreditation agencies authorized by the Accreditation Council to operate in Germany. Note that agencies from other countries that are registered in the European Quality Assurance Register may be allowed to evaluate institutions and programs in Germany. Two of the agencies authorized by the Accreditation Council are headquartered in Austria and Switzerland. Provides information on the performance of candidates - which is useful to teachers, lecturers and assessors in their preparation of candidates for future assessment. Course Reports