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1) There are two primary school education systems in Germany. In a 5-day school week pre-education system, there’re 188 teaching days/annually. In a 6-day school week preschool system, there’re 208 days of teaching/annually, by including also teachings during 2 Saturdays/every month.

Primary school pupils are obliged to attend 20 to 29 courses/1 week, and 20-22 /first year. Primary school courses normally last up to 45 minutes. During 1 day up to 6 courses can be taught.

2)
Tuition fees at top-ranked universities in Germany

Here is a list of average tuition fees at the top-ranked German universities:

Ludwig Maximilian University of Munich – average tuition fees 258 EUR/year

Heidelberg University – average tuition fees 20,000 EUR/year

Technical University of Munich – average tuition fees 258 EUR/year

Humboldt University of Berlin – no tuition fees

3) Countries With the Best Education System ranking is an annual perception-based global survey of university students, industrialists, academic educational professionals, school teachers and more. The survey was conducted from January to April 2020, gathering over 196,300 replies. The 2020 rankings of the world’s best countries for the education system placed France in sixth ahead of Denmark into seventh; while Canada ranked eighth, Germany ninth, and Switzerland tenth.

4) In 2018, Germany invested a total of USD 12 774 per student on primary to tertiary institutions compared to USD 10 454 on average across OECD countries. This represents 4.3% of GDP, compared to 4.9% on average across OECD countries.

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The German school system is divided into 5 levels which are Early Childhood Education, Primary Education, Secondary Education,Tertiary Education, continuing education

Early Childhood Education:
1) Early childhood education is optional education and care that children between 0-6 of age receive in the Federal Territory of Germany.

2)Early childhood education and care (ECEC) includes all institutions run by the non-public and public child and youth welfare services that cater to children until they start primary school.

3)Day-care centers (Kindertageseinrichtungen) provide for either children under the age of three (ISCED 010) or from the age of three up to starting primary school (ISCED 20) separately (in Krippen and Kindergärten, respectively) or operate as one set for the entire phase of early childhood education and care.

4)For children who have reached compulsory schooling age but whose level of development does not yet allow them to cope with the challenges of primary school, Schulkindergärten, Vorklassen order Grundschulförderklassen have been established in some Länder. These institutions are classified at ISCED level 020 and fall under the responsibility of the ministries of education.

Primary Education :

1)  Germans have to attend primary and secondary education from the time they reach the age of six until they have completed nine years of full-time education in a gymnasium or ten years of full-time education in another general education school.

2) There are two systems of primary education in Germany. In the 5-day pre-school system there are 188 teaching days per year. In the six-day pre-school system there are 208 teaching days per year, including two Saturdays per month. Primary school pupils must attend between 20 and 29 lessons per week and between 20 and 22 lessons per school year. Primary school lessons are usually 45 minutes long. up to 6 lessons can be taught in 1 day.

3) In most states, all students attend elementary school from grades one to four. Before starting grade 5 (grade 7 in Berlin/Brandenburg), students and their parents must choose the type of secondary school they will attend.

Secondary Education:

Secondary education in Germany consists of two general phases, although things vary across the different states. There is the lower phase (sekundarstufe I), which in most states takes place between ages 10 and 15/16 (or from grades 5 to 9/10). This is compulsory for all students. The upper phase (sekundarstufe II) continues until students are 18 and is optional. This stage focuses on either vocational training or preparing students for higher education.

Tertiary education:

1)German tertiary education provides higher education for qualifying individuals who have completed secondary education in Germany or abroad which entitles them to enter higher education studies.

2)Higher Education Institutions are : university, Art and Music College, Theological colleges, Universities of Applied Sciences , Institutions of Continuing Vocational Education and so on

3)How to get admitted in university:  German university entrance qualifications are obtained by successfully completing 12/13 years of schooling of a German secondary school, including passing the secondary school final examination.

Continuing Education:

includes Master and Phd

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https://youtu.be/bza6dC7ByQ8

- schools in germany are not regulated by the state, instead, by education ministers.
- 4 years of primary school
- 6 years of secondary school then 3 years of apprenticeship
OR
- 8 years of high school then university for 3-5years

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1) low or no tuition fees：

Germany is the only top study destination whose universities charge no tuition fees.

A decision that came into power in October 2014, stated that all international students attending a public university in Germany would be free from paying normal tuition fees. Foreign students will only have to pay few administrative costs like student contribution, student union fee and a public transport ticket which account for around €250 per semester altogether
2) Homeschooling is  illegal ：
children have to send to school between compulsory schooling beginning with elementary school to 18 years.
3) Education in Germany is primarily the responsibility of
individual German states, with the federal government playing a minor role.
4)  high-quality vocational education system：
it has been emulated by several countries worldwide, partially because it’s considered effective in limiting youth unemployment: In 2020, Germany had the lowest youth unemployment rate in the OECD after Japan.

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https://www.tandfonline.com/doi/full/10.1080/09644000500340644

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1. Erik Beukel, 'Educational Policy: Institutionalization and Multi-Level Governance', in Svein Anderson and Kjell Eliassen (eds.), Making Policy in Europe (London: Sage, 2001), pp.124-39 at 126.

2. Adam Smith, 'National Identities and the Idea of European Unity', International Affairs 28 (1992), pp.57-76.

3. Council of the European Communities, European Educational Policy Statements (Luxembourg: Office for Official Publications of the European Communities, 1988), pp.23-7.

4. Council of the European Communities, European Educational Policy Statements (Luxembourg: Office for Official Publications of the European Communities, 1988), pp.19-21.

5. Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland, Europa im Unterricht (Decision from 8.6.1978/7.12.1990. Bonn, 1990).

6. Bibliographic documentation EURIDICE, http://www.eurydice.org/Documents/Bibliographie/Dimension/en/FrameSet.htm or Commission DG 'Education and Culture' http://www.europa.eu.int/comm/education/index_en.html.

7. European Commission, Making a European Area of Lifelong Learning a Reality. Communication from the Commission. Brussels, 21.11.01 COM(2001) 678 final (Brussels, 2001).

8. European Commission, Cooperation on Policy Issues (2003), http://europa.eu.int/comm/education/policy_en.html.

9. See for example Stephan Leibfried and Paul Pierson, 'Social Policy', in William Wallace and Helen Wallace (eds.), Policy-Making in the European Union (Oxford: Oxford University Press, 2000), pp.267-92.

10. Kenneth Dyson and Klaus H. Goetz, 'Living with Europe: Power, Contraint, and Contestation', in Kenneth Dyson and Klaus H. Goetz (eds.), Germany, Europe and the Politics of Constraint (Oxford: Oxford University Press, 2003), pp.3-36.

11. Markus Haverland, 'Social Policy: Transforming Pensions, Challenging Health Care?', in Kenneth Dyson and Klaus H. Goetz (eds.), Germany, Europe and the Politics of Constraint (Oxford: Oxford University Press, 2003), pp.271-88 at 271. However, in general I agree that Europeanisation is an interactive two-way process, where member states upload their preferences to Brussels via complex negotiations and download them from various EU policy menus. See e.g. Dyson and Goetz, 'Living with Europe', p.20.

12. Tanja Boerzel, 'Towards Convergence in Europe? Institutional Adaptation to Europeanisation in Germany and Spain', Journal of Common Market Studies 39/4 (1999), pp.573-96.

13. Thomas Risse, James Caporaso and Maria Green Cowles, 'Europeanisation and Domestic Change. Introduction', in Maria Green Cowles, James Caporaso and Thomas Risse (eds.), Transforming Europe: Europeanisation and Domestic Change (Ithaca, NY: Cornell University Press, 2001), pp.1-20.

14. Claudio Radaelli, 'The Europeanisation of Public Policy', in Kevin Featherstone and Claudio Radaelli (eds.), The Politics of Europeanisation (Oxford: Oxford University Press, 2003), pp.27-56.

15. See Cowles, Caporaso and Risse, Transforming Europe: Europeanisation and Domestic Change.

16. As Olson suggests, scholars of European integration dynamics 'need to supplement their interest in decision-making and decision-implementation institutions with an increased interest in the dynamics of educational and socializing institutions at the European level'. Johan Olson, 'Europeanisation', in Michelle Cini (ed.), European Union Politics (Oxford: Oxford University Press, 2003), pp.333-49 at 339.

17. Dyson and Goetz, 'Living with Europe', p.34.

18. All Länder education ministries have departments which primarily deal with European and international issues. At national level, the KMK has established a Commission for European and International Affairs ( Kommission für europäische und internationale Angelegenheiten) with regard to EU and European Council education programmes.

19. For this distinction see Tanja Boerzel and Thomas Risse, 'Conceptualizing the Domestic Impact of Europe', in Kevin Featherstone and Claudio Radaelli (eds.), The Politics of Europeanisation (Oxford: Oxford University Press, 2003), pp.57-82.

20. Jeffrey Anderson, 'Europeanisation in Context: Concept and Theory', p.50, in Kenneth Dyson and Klaus H. Goetz (eds.), Germany, Europe and the Politics of Constraint (Oxford: Oxford University Press, 2003), pp.37-54.

21. Reinhard Kahl, 'Dreißig Jahre Krieg', Die Zeit 28 (2002), http://www.zeit.de/2002/28/Wissen/200228_b-bildungskrieg.html.

22. Wolfgang Mickel, 'Moeglichkeiten und Grenzen internationaler Bildungspolitik', in Wolfgang Mickel (ed.), Europäische Bildungspolitik (Neuwied: Luchterhand, 1978), pp.12-20 at 12.

23. Saul Robinsohn and Joachim Kuhlmann, 'Two Decades of Non-reform in West German Education', Comparative Education Review 11 (1967), pp.311-30.

24. Georg Picht, Die deutsche Bildungskatastrophe (Freiburg: Herder, 1964).

25. Herrmann Avenarius et al., Bildungsbericht fűr Deutschland - Erste Befunde (Opladen: Leske und Budrich, 2003), p.18.

26. The University of Heidelberg was ranked 47. Der Spiegel, 6 November 2004, http://www.spiegel.de/unispiegel/studium/0,1518,326445,00.html.

27. The top six countries of destination for foreign students in 2001 were: USA: 31%; UK: 15%; Germany: 13%; France: 10%; Australia: 8%; Japan: 4%. Source: OECD, Education at a Glance (2003).

28. In absolute numbers, the US has seen the largest increase, closely followed by the UK. In terms of the percentage increases, Australia saw the most aggressive rise, recording a six-fold increase, followed by the UK and Japan, both of which saw a four-fold increase. Even through Australia only ranks the fifth most popular destination, it has a much larger proportion of international students within its total higher education enrolments than the other five. See Sachi Hatakenaka, 'Internationalism in Higher Education: A Review', HEPI (June 2004), http://www.hepi.ac.uk/downloads/12Internationalism%20in%20 Higher%20Education%20A%20Review.pdf.

29. Jochen Leffers, éSchwarzbuch Bildung - Deutsches System ist in schockierend armseliger Verfassung', Der Spiegel Online, 25 November 2004, http://www.spiegel.de/unispiegel/studium/0,1518,329507,00.html.

30. EUROSTAT 2003, http://epp.eurostat.cec.eu.int/cache/ITY_OFFPUB/KS-NS-04-011/EN/KS-NS-04-011-EN.PDF.

31. Edelgard Bulmahn, 'Bildungspolitik zu Beginn des Neuen Jahrtausends', Recht der Jugend und des Bildungswesens 1 (2000), pp.5-8.

32. 'Pressures' in this context should be understood as changes in the political, social and economic environment (on a domestic, European or global level), which require a different system output (in terms of number, age and qualification of educated people), in order to meet the requirements of the altered sub-systems (i.e. the labour market or the scientific community). Our case will be based on the assumption that these changes pose a threat to the domestic system which lies beyond reach of the national government. I will neglect the question as to whether the responses to these threats (system reforms) can be identified as 'wanted' or 'unwanted'.

33. OECD, Measuring Student Knowledge and Skills. The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy (Paris: OECD, 2000); OECD, The Pisa 2003 Assessment Framework - Mathematics, Reading, Science and Problem Solving Knowledge and Skills (Paris: OECD, 2003).

34. International Association for the Evaluation of Educational Achievement (IEA), Mathematics Achievement in the Middle School Years: IEA's Third International Mathematics and Science Report (Chestnut Hill: TIMSS International Study Centre, 1996); International Association for the Evaluation of Educational Achievement (IEA), Mathematics Achievement in the Final Year of Secondary School: IEA's Third International Mathematics and Science Report (Chestnut Hill: TIMSS International Study Centre, 1998).

35. The extent to which German university degree schemes are taught in English (figures for 2003) is: totally: 12%; mainly: 5%; half: 16%; partly: 33% not: 34%. Taken from: Stefanie Schwarz-Hahn and Meike Rehburg, Bachelor und Master in Deutschland - Empirische Befunde zur Studienstrukturreform. Wissenschaftliches Zentrum für Berufs- und Hochschulforschung Universität Kassel, September 2003, http://www.bmbf.de/pub/bachelor_und_master_in_deutschland.pdf, p.67.

36. Forum Bildung (Working Party at the Office of the Bund and Länder Commission for Educational Planning and Research Promotion), Recommendations of the Forum Bildung (19 November 2001), http://www.bmbf.de/pub/recommendations_of_the_forum_bildung.pdf, p.4.

37. Peter Glotz, 'Im Kern verrottet? Fünf vor zwölf an Deutschlands Universita¨ten', cited in Hanna Ostermann, '"Rotten at the Core?" The Higher Education Debate in Germany', German Politics 11/1 (2002), pp.43-60.

38. Ulrich Teichler, 'Gestufte Studiengänge und -abschlüsse in den Geistes- und Sozialwissenschaften. Gutachten im Auftrage des Deutschen Akademischen Austauschdienstes', in Deutscher Akademischer Auslandsdienst (ed.), Tagungsdokumentation. Bachelor und Master in den Geistes-, Sprach- und Kulturwissenschaften (Bonn: DAAD, 1999), pp.37-142.

39. Per Hinrichs and Julia Koch, 'Siegeszug des Turbostudiums', Der Spiegel 29 (2004), pp.134-6.

40. In Europe, German students on average have reached the highest age when leaving university (28 years). Gernot Weißhuhn, Gutachten zur Bildung in Deutschland (im Zusammenhang mit der Erarbeitung eines Berichts der Bundesregierung über 'Lebenslagen in Deutschland'), http://www.bmbf.de/pub/gutachten_zur_bildung_in_deutschland.pdf, p.32.

41. Thirty per cent of all students in Germany leave university without a degree. In some areas, such as the social sciences, the number is above 50 per cent, http://www.spiegel.de/unispiegel/studium/0,1518,300573,00.html.

42. Federal Ministry for Education and Research. Education at a Glance - Main Findings of the OECD 2002 Study, http://www.kmk.org/intang/eag.pdf, p.5.

43. Heiko Walkenhorst, 'The Construction of European Identity and the Role of National Educational Systems - A Case Study of Germany', Essex Papers 126 (2004).

44. Council of Ministers, 'Resolution of the Council and of the Ministers of Education, Meeting Within the Council of 9 February 1976 Comprising an Action Programme in the Field of Education', Official Journal of the European Communities C 038 (19.02.1976), pp.1-5.

45. Beukel, 'Educational Policy', p.129.

46. Bulmahn, 'Bildungspolitik zu Beginn des Neuen Jahrtausends', p.6.

47. Following the Athens summit of EU Education Ministers, the European Commission published a proposal 'Common Objectives to Make Young People More Involved and Better Informed' (IP/03/537 Brussels, 14 April 2003).

48. The decisions of the Council were based on article 128 (vocational training) in combination with article 235 (supplementary actions), which created a dispute about the definition of university education as vocational training.

49. Beukel 'Educational Policy', p.129.

50. Klaus Fahle, Die Politik der EG in den Bereichen Erziehung, Bildung und Wissenschaft. Eine Bestandsaufnahme (Frankfurt: GEW, 1989), p.91.

51. The German expression is 'Goldener Zügel'.

52. E.g. the ECTS (European Credit Transfer System) in university education. An analysis of Europeanisation of the Higher Education Sector in the EU is provided by Jarle Trondal, 'The Europeanisation of Research and Higher Educational Policies - Some Reflections', European Integration online Papers, 6 (2002).

53. Frank Fechner, Auswirkungen des Europearechtlichen Diskriminierungsverbots auf die Bildung, Recht der Jugend und des Bildungswesens 3 (2002), p.348.

54. See Wolfgang Wessels, Ingo Linsenmann and Sven Hagele, 'A Core Curriculum on European Integration Studies: Basic Assumptions and Proposals', paper presented at the ECSA Seventh Biennial International Conference in Madison, Wisconsin, 31 May-2 June 2001.

55. See Dirk Van Damme, 'Internationalization and Quality Assurance: Towards Worldwide Accreditation?', European Journal for Education Law and Policy 4 (2000), pp.1-20.

56. Beukel 'Educational Policy'.

57. Bernd Janssen, 'Bildungspolitik in der EG: Aufschwung, Abschwung, Klaerung?', in Adolf Schroeder (ed.), Die 'Europäische Dimension' im Bildungswesen. Beitraege aus der Europa-Woche 1989 der Universitaet Oldenburg (Oldenburg: BIS, 1989), p.2.

58. See Van Damme, 'Internationalization and Quality Assurance', pp.2-3.

59. For the distinction between vertical and horizontal Europeanisation see Claudio Radaelli, 'The Europeanisation of Public Policy', p.41.

60. Helen Wallace, 'The Institutional Setting: Five Variations on a Theme', in William Wallace and Helen Wallace (eds.), Policy-Making in the European Union (Oxford: Oxford University Press, 2000), p.34.

61. Dyson and Goetz, 'Living with Europe', p.23.

62. Ibid., p.23.

63. Boerzel, 'Towards Convergence in Europe?'.

64. See Boerzel and Risse, 'Conceptualizing the Domestic Impact of Europe', p.64.

65. A typical dispute between the Länder and the central government over competences involved the so-called 'Junior Professorships' which was planned to replace the post-doctoral university qualification of 'Habilitation' but dismissed in a ruling of the German Constitutional Court on 27 July 2004. See Der Spiegel Online, 27 July 2004, http://www.spiegel.de/unispiegel/jobundberuf/0,1518,310597,00.html.

66. Charlie Jeffery, 'The German Länder: From Milieu-Shaping to Territorial Politics', in Kenneth Dyson and Klaus H. Goetz (eds.), Germany, Europe and the Politics of Constraint (Oxford: Oxford University Press, 2003), pp.97-108 at 107.

67. Thomas Oppermann, Europarecht (Muenchen: Beck, 1999), p.838.

68. Dyson and Goetz, 'Living with Europe', p.17.

69. Jeffery, 'The German Länder: From Milieu-Shaping to Territorial Politics', p.107.

70. Governmental Declaration by Edelgard Bulmahn regarding the European Conference of Education Ministers from 25 September 2003, http://www.bmbf.de/pub/mr-20030925.pdf, p.3

71. Bache, 'Europeanisation and Higher Education', p.4.

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Europeanisation of the German education system

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1. Erik Beukel, 'Educational Policy: Institutionalization and Multi-Level Governance', in Svein Anderson and Kjell Eliassen (eds.), Making Policy in Europe (London: Sage, 2001), pp.124-39 at 126. 2. Adam Smith, 'National Identities and the Idea of European Unity', International Affairs 28 (1992), pp.57-76. 3.