Comparing Germany 's Education System

The education in the United States is different than the Switzerland education because of the languages taught, preparation techniques, and how the students are independent. Languages are one of the huge differences between the United States and Switzerland. Switzerland obviously does a better job of offering more languages. Not only do the schools teach more languages, the schools also go more in depth to rare languages. If the language is not spoken by many people, the U.S doesn't teach it, and if the school decides to, there won’t be many grades that teach it. The way the two places prepare for tests is somewhat the same. The places both use practice tests, but Switzerland has more study techniques in general to use. Switzerland seems to

“ The impact of German university scholarship upon nineteenth century American higher education is one of the most significant in modern intellectual history”(Westmeyer, 1985,p. ?). Before the impact of Germany American universities were not research and scholarship based. American scholars were beginning to get frustrated that they did not have the opportunity to develop higher studies within their schools. While this frustration started to grow students began to look for other ways to advance their studies. During 1815-1914 10,000 students took the opportunity to try and evolve their knowledge through attending German universities (Westmeyer, 1985). Of the 10,000 students academic celebrities as Leopold von Ranke, Herman von Homholtz, Wilhem Wundt took this opportunity to advance their knowledge through

In the United States, literacy rate for both female and male sits at 99 per cent. This percentage translates into Americans having the ability to read and write and to use basic numeracy. However, over the past years the United States,in comparison to other developed nations has been constantly ranked in the bottom tier for low educational attainment. According to Pearson- the world’s leading learning company-, United States ranks fourteenth out of forty countries in the category of “cognitive skills and educational attainment”. This decline is sadly portrayed through the “32 million adults in the U.S. [that] can not read, [which is] 14 percent of the population...[as well as the] 19 percent of high school graduates who can not read”. Moreover, the rising inability of American students to compete in the global job market is yet another indicator of the growing failure of US education system. There is little emphasis on learning foreign languages or in understanding the relations and operations of other countries. This void in the international job market is now being filled with students from South Korea, Poland, United Kingdom, and Finland. In order for the United States to start effectively competing in the international job market, the spotlight should shift away from the ‘liberal arts versus technical universities’ debate or from the concerns over the debt students accrue whilst attending universities. Indeed, these are problems that need to be fixed but these problems

Free college programs are increasingly becoming a popular idea throughout the world. First world countries are no longer the only

Reich explores possibilities of what options should be given to high school senior as well as going into what the government needs to do to make having a college education an equal playing field. His analysis of college debt appeals to the reader's logic, as well as emotions by using several examples to get his point across. “Government could be investing enough money to make these programs thrive.” Education needs to be funded more by the government, so that students that are struggling have other opportunities to strive as

Hunter Newsome from California chose to leave the U.S. and study in Estonia. Not only is he saving dozens of thousands of dollars, he will earn his bachelor’s degree in only three years, as opposed to four. Hunter will also benefit from the numerous advantages his decisions offer, such as language learning, travel opportunities, and the preparation of a career in a global economy. Chelsea Workman moved to Germany to pursue a degree in international management. She pays a $58.00 administrative fee every semester for a total of $464.00 for 4 years of classes and a bachelor’s degree. Compare that with the estimated cost of $109,496.00 for four in-state years at University of Missouri. "I don't really have any plans to go back to America. I don't really want to. My sister moved to Germany before me, my brother is here studying now and my dad is on the way over." says

Ms. Jones’ students of 6th period, do you really want to live in a country where in order to seek higher education to eventually obtain a job, you must pay thousands of dollars to do so? I certainly do not. As prospective students—people who will attend college in the future— we all dream about free university and many might consider if college is even worth it.Coming from someone who is just like every single student in this class; I am sure you all will agree that public college should be virtually free.

The article on ‘An overview of higher education in America’ reviews the financing, students and institutions of higher education. They provide a general picture that reflects the changes that have taken place in higher education and America and the public policies that predict its future. The

Bloom approaches his argument by first examining the differences/similarities between the European university system and it’s American counterpart, beginning in the 1960s. The two systems differ largely, for most Europeans grow up learning about their own culture and traditions. For instance, the Germans have Nietzsche, the French have Rousseau, and the Russians have Marx. Basically,

Mark Engler “Why is college so damned expensive?” New Internationalist, 5 July 2017. Available form: Academic Search Complete, Ipswich, MA. Accessed November 17, 2017

Instead they are related to historical, institutional, cultural, and economic differences that shape and reflect the thought of ordinary citizens in the two lands. Although most data are reveal a few oddities in the structure of public opinion, German and American views on education, taken as a whole, make sense once one understands the contexts in which these views are formed. To elaborate this theme, being first discussed willing selected characteristics of the German and American educational systems, many countries have either free higher education, or extremely low tuition and grant aid that offsets it for most students. These include the usual suspects in Northern Europe (including Denmark, Finland, Iceland, Norway, and Sweden), and our friends to the south in Mexico and Brazil. That said, many countries have gone away from totally free higher education, and have instituted small student

American exceptionalism is a concept that has been valued by Americans who find every aspect of this country to be exceedingly better than other nations in the world. This concept was analyzed by a French writer named Alexander de Tocqueville in his work of literature called Democracy in America, in which he wrote that those who found the U.S. exceptional believe it is progressive within all of its systems. Since his exploration of the topic, views on America 's exceptionalism have plummeted over the past centuries. A major reason for this decline is the failure of certain systems, such as the U.S. 's educational system. America 's education system stains their self-professed exceptionalism due to how expensive it is to gain knowledge and the high importance placed on test scores as opposed to knowledge retention because it have adopted a standard that does not help students nor educators. The U.S. has a series of acts that upholds high standards for all children as well as it is not well funded. Funding goes directly to the pursuit for high test scores rather than giving it to schools for teachers to do their own assessments and lessons. Teaching then becomes a grueling task for teachers. With tuition on the rise every day, many freshmen find themselves unprepared for the workload because they

The Germans or better said we as Germans have the opinion that our system is a system free of social classes and that anybody haves the same possibilities. This would mean that every person could have equal starting conditions especially in the point of education. Is this right? How does this fit to our today’s situation in which the rich people get richer but more less while the poor people get poorer but more in quantity? How does this fit to the thesis that our German education system offers equal opportunities? How the quality of your education influencing your life? The following comment is going to deal with these (especially with the last two) questions and is trying to find answers for it.

Furthermore, the Danish Minister of Education sets out general guidelines for its pupils, which focuses on positive attitudes; play activities as well as social development of all its pupils (Einarsdottir and Wagner, 2006). It could be suggested that the educational development of Danish students is of a holistically nature compared to its English counterparts. To illustrate, primary schools in Denmark reinforce that school work is the basis for independent thinking as well as training pupils to collaborate with one another. However, the use of implemented subjects are freely chosen by the municipals in addition with schools, which are then free to decide on how to accomplish what should be taught (The Ministry of Education, 2010). This is evident given that Danish pupils remain together within the same groups for the duration of the Folkeskole, which is currently nine years, (with a voluntary tenth year) therefore pupils are

The re-education problem is related to Germany much more than other Axis countries, which they are considered as the victims as a result of their alliance with Germans. Since Jews were the exposure to violence by the Nazi practice or education, discussed later, the United Nations supported and assisted the Jews and considered the Germans as the murders. It is not known whether Hungary and Rumania were part of that nations or not, but they can claim that the Nazi doctrine was something strange to them and was forced on them by the fear of the foreign nation force. Germany, however, has no way of using this excuse to reject the Nazi, but they are able to show their rejection because of Nazi atrocity. In addition, even if we narrow the subject to concern Germany only, it will still be, as Strauss said, “an iffy question” because we have to assume that the war will end by winning, and the large parts of Germany are not invaded by the Red Army. Also, the Anglo-Saxon-Russian cooperation should across the cessation of the hostility. Moreover, the re-education of Germany concerning the Jews in particular is the hardest part of the re-education of Germany in the general form. Also, when it is said “re-education”, it gives as a hint that the bad education which is in practice should be replaced by a new good education, and it is under political consideration. The Nazi diplomacy, Nazi rearmament and arms educated Germans. Germans, however, were guided to their actions by implication of