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Mobility is becoming a defining feature of today's globalising society. Individuals move for a variety of reasons, including finding employment or pursuing education. This paper focuses on the interrelationship between two different types of migrants who have all moved out of one specific country to another. It builds on the perceptions of Turkish graduates of German universities who moved cross-border recently to study in German universities, the self-styled 'New Wave Turks', to understand their place within the existing Turkish diaspora there. Although the existing Turkish diaspora in Germany is well researched, as is how diasporas can facilitate further mobility, the interaction between these newcomers and the existing Turkish diaspora in Germany has received little scholarly attention. Through in-depth semi-structured interviews with recent Turkish graduates of German universities, we explored how the existing diaspora provides support but also challenges for the newcomers, complicating their experiences. We argue that international student mobility led to the emergence of a new form of 'total diaspora' in Germany, comprising both the existing Turkish diaspora and newly joined Turkish graduates of German universities. Social media was instrumental for these newcomers in setting themselves apart within the total diaspora, allowing them to create their own community identity. [ABSTRACT FROM AUTHOR]

This paper develops the arguments in a previous paper on periodisation in comparative historical contexts by the same author in BJES (vol.42, no.3, September 1994, pp. 261–272). [ABSTRACT FROM AUTHOR]

This paper suggests explanations for the enduring nature of the tripartite system of secondary education in Germany and the failure to develop the comprehensive school (Gesamtschule) over a long period. [ABSTRACT FROM AUTHOR]

External support by a local coordinating agency facilitates the work of school-to-school networks. This study provides an innovative theoretical framework to analyse how support provided by local education offices for school-to-school networks is perceived by the participating teachers. Based on a quantitative survey and qualitative interview data from a networking project in eight German districts, we argue that in order to enable networks to work independently on innovative reforms, local coordinating agencies should focus on autonomy support, such as training on network management, and on support aimed at establishing significance, i.e. through vision and goal setting. [ABSTRACT FROM PUBLISHER]

Looks into the Moravian boarding schools in Neuwied/Rhine, Germany. Discussion of the schools' services offered to students; Role of religious instruction in Moravian education; Introduction of gymnastics to the school curriculum.

This article presents information on adult education in German universities. In Germany ,the development of the university into a State institution was an historical necessity. They did not spring up spontaneously but were founded by the governments. Later, however, in the same work when they entered upon the paths of scientific research under the leadership of a long line of celebrated men, the universities gradually ceased to be mere State institutions for the training of officials and grew further and further away from bureaucratic control. On the whole, academic liberty was never greater, least of all in the days of the medieval corporations of scholars when the pressures to which the thought of the time was subjected by the church was still further increased by the jealousy of the corporative bodies. Most other authorities also seemed to consider that on the whole, the German universities, despite their official links with the State, have exercised a very considerable degree of independence.

The article provides information on the literature related to the history of German education. German education, like any object of study, must assume a shape in order to convey a meaning. This must be ample enough to contain some information about the entire content of the subject and yet be so designed as to provide special accommodation for those aspects of it which are of particular concern to contemporary students. The literary material for study has been arranged in four categories: introductory reading in English and German educational classics; centres of documentation in Germany and England and some useful reference works; books about German education before 1945; and Books about German education after 1945. Some of the books listed are "The Origins of Modern Germany," by G. Barraclough; "German History, Some New German Views," edited by H. Kohn; German Education: Past and Present," by F. Paulsen; "The Educational Philosophy of National Socialism," by G.F. Kneller; and "Zur Geschichte der Berufsschularbeit," by H. Helbert.

This article focuses on the contributions of philosopher and educator Michael Sadler in the field of German studies, considering some of his literary works and biographical sources. As an enterprising undergraduate, Sadler went to Heidelberg, Germany, to learn German while teaching classics in an English boys' school. In I 884 he made the acquaintance of Joseph Wright, then assistant master on the staff of Neuenheim College in Heidelberg. In the decade before the outbreak of the first world war it is difficult not to become swamped by the multiplicity of references that Sadler made to German experience on all manner of occasions. Three pieces of work only are selected for mention, as being outstanding studies: in 1908, "Continuation Schools in England and Elsewhere" was published; in 1910 a trenchant historical analysis comparing German and English educational development in the nineteenth century was included in the volume of "Germany in the Nineteenth Century"; and in May 1912 Sadler lectured on "England's Debt to German Education in Frankfurt-am-Main," a strikingly informed address of which a reprint exists. During the 1930s Sadler did a good deal of book reviewing and there are some notable commentaries on writings like Leonard Woolf's "The Intelligent Man's Way to Prevent War" and Vernon Bartlett's "Nazi Germany Explained."

The article focuses on the educational development in the Saar River Valley in France and Germany. No area in Europe, not even the Ruhr, suffered the physical devastation to be seen in the Saar in 1946. Over 65 percent of the houses, 60 percent of the factories and more than half the schools were ruined. But now, like everywhere else where the German lives and works, the people of the Saar also believe that they are on the march to industrial and commercial ascendancy. Between six and seven hundred entirely new schools and additional annexes to schools have been built since 1947. A magnificent Arts and Crafts school, ranging from ballet and weaving to sculpture and photography, is nearing completion. The vast College for Domestic Science, attended by some three thousand female students per week, has no equal in this country, either in buildings or in up to date equipment. Saarbrücken, a university in Saar is the first European university situated there. The rector, M. Joseph Francis Angelloz, is a Frenchman, a Catholic from Haute Savoie, with a brilliant academic career to his credit and one closely allied with international problems. He sees his task, as first head of the University of the Saar, as one based on Franca-German understanding and the ultimate attainment of European unity.