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The aim of this paper is to analyse and discuss how learning is experienced by young, newly arrived immigrants in Germany. In particular, it addresses the connection between their experiences and the expectations of the German education system, as well as the connection between different kinds of learning experiences (formal and informal) in the context of adolescence. Adolescence is understood as an intergenerationally shaped psycho-social space of developmental opportunities. It is always affected and formed by aspects of social inequality such as milieu, gender, and race. Research shows that when migration takes place during adolescence, young people must cope with a "doubled transformation requirement" (King and Schwab). This paper discusses whether adolescent immigrants face even more transformation requirements—again, interwoven with learning—than two. Based on cases taken from two qualitative-interview-study samples, I reconstruct how coping strategies in terms of psycho-social development can be associated with different kinds of learning. Finally, I emphasise the responsibility of formal education as a supportive framework and stabilising factor for child and adolescent immigrants after they reach Germany. [ABSTRACT FROM AUTHOR]

German social security records involve an indicator for part-time or full-time work. In 2011, the reporting procedure was changed suggesting that a fraction of worker recorded to be working full-time before the change were in fact part-time workers. This study develops a correction based on estimating the probability of being a part-time worker before and after the break. Using the correction, the paper confirms that the rise in wage inequality among full-time workers in West Germany until 2010 is not a spurious consequence of the misreporting of working time. [ABSTRACT FROM AUTHOR]

The inheritance tax is often seen as an effective tool to reduce wealth inequality, to raise public revenues if needed, and to increase incentives to work by lowering the tax burden on labour, which is especially high in Germany, according to the OECD. The purpose of this paper is therefore to shed light on the question of whether an inheritance tax is a promising tool for fighting wealth inequality without having distorting effects on the economy. For this purpose, firstly, the distributional effects of inheritances on wealth distribution are evaluated for Germany and are then compared with those in Austria and France, using data from the Household Finance and Consumption Survey (HFCS). A change in the German inheritance tax law in 2009 is further used in a difference-in-difference analysis to identify the behavioural effects of the change in the inheritance tax on the volume of bequests, which are large and robust for different specifications. Secondly, the insight from part one is applied to the design of an inheritance tax reform for Germany. The potential tax revenue of the reform can be estimated by using the data from the inheritance and gift tax statistics. A revenue shift from income to inheritance tax could be used to increase work incentives by cutting the marginal tax rates for the working population. However, it turns out that taxing inheritances will be accompanied by significant behavioural responses of donors via tax planning. Furthermore, the introduction of a flat tax model with a broad tax base would not generate enough additional revenue to foster relevant employment effects. [ABSTRACT FROM AUTHOR]

This paper seeks to establish that contributions to regional theory advanced by Gunnar Myrdal exhibit high levels of explanatory power when clarifying challenges facing Germany's eastern region since the fall of the Berlin Wall. Myrdal's evolutionary institutionalist contribution is contrasted with the "convergence hypothesis" advanced by R. Barro and X. Sala.i-Martin. Challenged is their prediction that Germany's eastern region would experience relatively higher annual rates of per capita output growth, and that levels of per capita output would converge between the eastern and western regions over time. Myrdal's approach is argued superior as it allows for considering backwash and spread effects within a framework of circular and cumulative causation, emerging between Germany's western and eastern regions. [ABSTRACT FROM AUTHOR]

English language teaching (ELT) plays a vital role in promoting social equality and societal transformation. Thus, social justice education has been given attention as one of ELT purposes. Textbooks, as the most significant teaching materials of English teachers, pose significant effects on English learners' awareness of social justice issues that touch upon their daily lives. However, there is little empirical research investigating integrated social justice topics in ELT textbooks. This study addressed the gap through identifying and comparing social justice topics of grade 10 English textbooks used in Chinese and German high school classrooms. Results of this study revealed that German English textbooks encompassed a much more diversity of social justice topics than Chinese English textbooks. Besides, this study offered a significant capacity for English textbooks to stimulate English learners' social responsibility and awareness of social justice. This study has implications for improving social justice education in the ELT classroom. [ABSTRACT FROM AUTHOR]