This paper will describe the relationship between the global influences present in the German education system, with concern to the events and long-term aftermath surrounding World War II. Much of Germany’s history, in terms of education, were formed due to both World
Wars, however, the Second World War allowed for the occupying forces to assert their influence over the education system in Germany, which are still present to Germany’s modern education system. German education, like many other countries around the world, reserved higher education
for people in high social and economic statuses. This was especially present before the First World War. Following the war there was a societal push for a democratic approach to education allowing children of all classes to receive education past the primary level. This included proposals for free education, uniformed teaching training, supervision from the state, and stronger legislative power over education as a whole (Solsten 1995). While this proposal was partly accepted, not all factors came into fruition. Major change was first present during the Hilter era in Germany, which allowed for the national government to gain control over the political system and subsequently the education system of Germany. This caused many institutions to lose their autonomy from the state and introduced ideologies that provided support
for the regime's intents; however, it did provide education to a more diverse socioeconomic class (Solsten 1995). The education system underwent another major shift due to the dividing of Germany following World War II. This resulted in two different education systems in East and West Germany that included major influences from the political interest of their respective occupying powers (Solsten 1995). While both the Western Allies, United States, Britain, and France, and the
Soviet Union did focus on reeducation of youth to “denazifying students, they took vastly
