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The dual system of vocational training is a joint government-industry program and part of the general educational system in Germany. It provides hands-on training in private businesses coupled with specialized instruction in public vocational schools at no cost to students. The objective of the dual system is to provide young people with the best possible job qualifications by engaging the private sector, which provides practical experience, and the public vocational schools, which provide theoretical instruction, in the training of the future work force. The program bridges the transition from school to work. More than two-thirds of all German youths between the ages of 15 and 18 enroll in vocational training in one of the 440 officially recognized occupations. Most teenagers begin their vocational training after at least 9 years of full-time mandatory education, but there are no special admission requirements for participating in the dual system. The individual graduate is responsible for finding an apprentice position with an employer. The training, which lasts 2-3 years depending on the occupation, is designed and administered jointly by the company, professional groups, and the vocational school. All three sectors shoulder the cost jointly. Although no firms are required to offer vocational training, most participate because they consider it economically beneficial in the long run. Students spend the majority of their time in their on-the-job training and 1 or 2 days per week in a part-time, classical vocational school. Although the dual system has been working well for Germany, it is not immediately obvious that the system might be easily transferable to other countries. The German culture emphasizes preparing students for the workplace, the relatively high homogeneity of the German student population allows for more standardization, and the long tradition of business supports the concept. Elements of the German dual system have been adopted successfully in other countries, such as India, Peru, and Brazil. (KC)

This study examines the representation of Western Europe, particularly Germany, in world history, world geography, western civilization, and U.S. history textbooks used in U.S. social studies classrooms. The goal of the study was to identify avoidable imbalances in the representations of Germany and Europe, point to areas in which the portrayals obfuscate rather than enlighten, highlight reasons for problems, and suggest improvements. Among the study's conclusions was that material concerning the period before 1945 tended to be Eurocentric, while Europe virtually was absent from textbook discussion of the postwar period. Many of the books did not question the ideological indebtedness of the United States to Western Europe, treated Europe as a collection of individual states rather than a region, and took the "great men" approach to history. The textbooks often treated the two German postwar states as mere satellites of the East and West and the modern unified German nation as technologically advanced but somehow threatening. The study recommended greater coverage of postwar Europe and increased attention to social history. With regard to Germany, the study called for an emphasis on recent developments, historical traditions, technological prowess, and updated information on World War II. An executive summary and bibliography listing the 16 textbooks analyzed in the study along with 51 references are included. (LBG)

Describes the German system of vocational training that bridges the transition from school to work. Explains that the system has developed a highly qualified workforce and minimized youth unemployment. Contends that a commitment to preparing students for the workforce and close cooperation between the private and public sectors are the primary reasons for the system's success. (CFR)

Introduces part 1 of a special section on teaching about Germany and the European Community. Argues that the end of the Cold War and the movement toward European economic union brought new political realities that will affect the United States. Contends that the data about Germany and Europe presented is timely and more appropriate for classroom use. (CFR)