That system sounds super harsh, though. I think it splits the tracks when you're 10. I know plenty of folks who didn't know what they wanted to do even when they were 20, how are you supposed to do that when you're 10?
Edit: not disagreeing that it's harsh, just wanted to clarify that point.
At least in Germany it depends on the state you are in. The teachers make their recommendation, not entirely based on your grades in school, but also based on your general approach to learning and understanding as they got to observe you for a few years. Depending on the German state, this recommendation is binding, but in some of the states the final decision is with your parents.
Or rather, academic test scores, which will be perfectly correlated with parents financial status, status and employment.
There's no doubt that a highly conscientious and thoughtful trades-person could raise children to compete with the bankers kids, but it's just so much harder.
So you end up with an institutionalized classism.
That said, the same thing ends up happening in the US/UK, probably by more systematic than institutionalized mechanism.
The dark truth is that in some ways if functions better, because broadly speaking highly conscientious parents raise highly conscientious kids, but it also makes things more stringent and unfair.
(Germany:) " Children from rural areas, pupils from lower socio-economic backgrounds and boys in general have a significantly lower probability of being selected to the most academic school track even when their ability is similar to that of their urban and better socially placed counterparts." [1]
The other thing is that Anglo culture is just more open.
PISA testing shows that when accounting for economic factors, immigrants to US/UK/Can etc. perform just as well as local kids. (i.e. immigrants are poorer, but they do just as well as those with same economic background)
On the Continent, immigrants fare considerably poorer, especially in Germany and ironically the worst in Finland which otherwise has one of the top education systems in the world. [2] (See page 28)
A lot of this might be a function of language: English is something many migrants might already speak whereas German and Finnish are that much harder to pick up.
That said from the rest of the PISA paper it doesn't seem that Continental Schools stick out that much otherwise and Germany did successfully make some 'big reforms' in 2000 that seemed to move the needle overall, though this could also be a function of unification leap forward.
As far as copyright in 19th century - I wonder if the UK's lack of progress in publishing was also a function of super classiest social hierarchy where they didn't see a point in that much education for the plebes?
As for 'modern lessons' I think this analysis applies mostly to 'knowledge' more so than much else. I don't think progress is hampered because 'Thor' is copyright and by and large, information is mostly accessible. I think this analogue might apply to the current issue of copyright of Scientific papers, but not much else.
[1] https://www.researchgate.net/publication/242221851_Inequalit...
[2] https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&c...
I also provided you with scientific evidence that the 'scoring' German approach systematically underrepresented those otherwise equally capable, which is further evidence of that.
Finally, the fact that migrant children perform so much more poorly in Germany compared to US/UK, while indirect, does provide more evidence for the pile.
'Test Scores' are not 'the best thing' for poor kids by a mile - they are merely an 'outlet valve' for some special kids from special families.
I remember being at the home with a woman who married a Latino migrant in California. She was a cleaner. I asked the teenage children 'what university they were going to' and they balked, they literally had not given it a thought. In their 'family / lifestyle / education / community' - University was for 'rich people'. The daughter was helping out part time with the mom at the cleaning company, I'm pretty certain she will grow up to be a cleaner and that's that.
What's 'best' for kids are good schools, good teachers, good mentorship, quality peers, and some semblance stability at home i.e. parents with stable jobs, not in jail, not evicted or homeless, not caught up in the drug world. Only with those things do 'tests' start to have some kind of meaning.
That said, switching from one type to another during secondary education is far from impossible, but also not always easy and smooth - it depends a lot on the school you leave and the school you enter. On the other hand, it’s very easy to start an academic education when you have finished your vocational training. More than one third of college students don’t have the „Abitur“ (graduated from Gymnasium)
I does sound great I must say. I've also found those Gammas are quite happy people on average. Some people call them 'cogs' but those are haters and deltas.
- VMBO-praktijk (applied vocational education, 4 years)
- VMBO-theoretisch (theoretic vocational education, 4 years)
- HAVO (general high-school education, 5 years)
- VWO (university-prep high-school education, 6 years)
Also, the specialization doesn't happen until they're 14, and students are free to switch if they meet the grades. If they get sufficient marks across the board, they can "upgrade" to the next track, or if they'd have to repeat the current year they can sometimes choose to downgrade a track instead.
Finally, students can re-enroll in the higher track after graduation as well (starting from the penultimate year). It's not uncommon for someone to complete their VMBO-T track first, then re-enter the HAVO track and get a HAVO certification in six years instead of the nominal five (or complete the VWO track in 7 years that way). As said, not everyone learns at the same pace and I think this setup gives many students lost of opportunities for a good outcome.
Zoals Joris Luyendijk heel correct uitlegt gaat bijv. slimheid veel meer over de kwaliteit van het Nederlands wat om je heen wordt gepraat als kind, dan of je werkelijk intellectueel sterk bent: https://www.nporadio1.nl/nieuws/binnenland/f4dce416-6b35-49f... - @ minuut 08:43
Ook in de docuserie 'Klassen' laten de regisseurs zien hoe het onderwijsstelsel juist het klasseverschil in Nederland verergert: https://www.2doc.nl/documentaires/series/1doc/2020/klassen.h...
"In Nederland zijn we ervan overtuigd dat iedereen gelijk is in het onderwijs en dat je dus niet rijk hoeft te zijn om naar het vwo te gaan. Is dit wel zo? Deze vraag stellen regisseurs Sarah Sylbing en Ester Gould in de zevendelige docuserie 'Klassen'."
Het NLse systeem is misschien in sommige opzichten beter, maar het deelt niet de gelijke kansen uit waarvan de meeste mensen geloven dat ze het doet.
The development in recent years has been that a larger part of the population is finishing their "Abitur", which is the high school diploma equivilant, allowing them to apply to universities.
Often they don't feel like universities are the right place for them though and they apply to apprenticeships, which makes it harder for people who ended school after tenth grade to get apprenticeships. At least in certain fields like lab assistents, IT workers and some others. In other fields such carpentry, plumbers, ... I don't think the Abitur impacts the application process much and can even be seen as a negative.
I have non-academic parents and the system sure as hell made me understand that very well at a young age. The folks with attorneys and doctors as parents had it way easier...
It took a lot of additional energy to be able to go to "Gymnasium" in Bavaria. In the state of Mecklenburg-Vorpommern, were I was born, this was much easier though.
This is one of the very few aspects that socialist/Eastern Bloc countries actually did better than the capitalist Western ones. Working-class kids had a fairly equal opportunity at getting into the same schools as the rich kids.
In my experience academic competition is way less cutthroat than what I hear from the US, India, China etc.