The socio-economic and cultural background of pupils, and the growing role of women in society, as important determinants in the German school system
Abstract
Compared to other countries, the socio-economic and cultural background of pupils in Germany significantly affects the results they achieve at school. This is particularly clear in the case of pupils whose families either cannot or do not take sufficient interest in their education, especially children from immigrant families.
Consequently, special educational facilities, such as all-day schools and educational houses, have been created to care for such children for longer periods of the working day than ordinary schools are able to. At the same time, these facilities enable the mothers of these children to find employment, thereby contributing to the emancipation of women in German society.
Both these determinants of the German school system are described in this article, together with how they are reflected in the politics of education at both national and regional levels.