Registro de neutrones

8.3.1 Institutional overview

At the federal level, the main governmental responsibility for art and cultural education lies with 3 ministries: the Federal Ministry of Family Affairs, Senior Citizens, Women and Youth, the Federal Government Commissioner for Cultural and Media Affairs and the

Federal Ministry of Education and Research.

The Federal Ministry of Family Affairs, Senior Citizens, Women and Youth started imple- menting their "Discrete Youth Policy" in 2011. In particular, the field of Cultural Educa- tion can advance the area of accepting non-formal education and cooperation with formal education. In addition to an innovation fund for Cultural Education in the realms of "Dis- crete Youth Policy", in 2012 the ministry will provide approximately 8.5 million EUR in order to advance the federal infrastructure and professional enhancements in the practices of cultural policy.

The Federal Government Commissioner for Culture and the Media announced a support programme for pilot programmes of artistic and cultural intermediation in 2011 in the amount of 1.2 million EUR. The subsidy for this programme is planned to be increased in the upcoming year.

Supported will be sustainable model projects, qualifications, nationwide conferences, rec- ommendation focused research, that give impetus for a qualified artistic and cultural inter- mediation and enable new methodical approaches. These projects should aim especially those people that don't come into contact with cultural activities offered by traditional cul- tural institutions and enable them to own cultural activities.

The "Alliance for Education" was established by the Federal Ministry of Education and Research and forms a cooperation of 29 initiatives, associations and foundations in the field of culture, education, sports and economy to support and encourage educationally disadvantaged children and young people.

In 2012 the Federal Ministry for Education and Research announced the largest pro- gramme of support for cultural education. The main aim of the programme named "Kultur

macht stark" ("culture encourages") is to support extra-curricular activities for educational- ly disadvantaged children and young people. This will be implemented through alliances for education via national organisations at municipality level. The funding started in 2013 and will be extended over 5 years. In 2013 the Federal Ministry for Education and Re- search is providing 30 million EUR, with in total (2013-2018) approximately 230 million EUR.

Another project is supported by the Federal Ministry for Education and Research since 2012, which is implemented by the Deutscher Kulturrat: a dialogue platform on cultural education.

The results of recent cultural policy discussions revealed that arts education for children and young people in schools and in non-school education has to be strengthened. The "En- quete-Kommission" on Culture in Germany placed this topic on the top of its agenda. Oth- er initiatives worth mentioning are:

• in spring 2007, a programme entitled "An Instrument for Every Child" was initiated in the Ruhr district. It was developed by the German Federal Culture Foundation, the State of North Rhine-Westphalia and the Foundation for the Future of Education – as a project of cooperation within the framework of RUHR 2010 being the Europan Capital of Culture. Under the programme, primary school children are to be trained in schools by music teachers in an instrument of their choice for four years. The cost of approxi- mately 35 million EUR is being met by the Federal Culture Foundation, the land North Rhine-Westphalia and private promoters, as well as by a small contribution from parents. The four-year-introduction phase of the programme is going into permanent operation in the Ruhr, sponsored exclusively by the State of North Rhine-Westphalia. In NRW, in the school year of 2012/2013, 634 primary schools and 26 schools for peo- ple with learning difficulties and approximately 60 000 pupils are taking part. The idea of the project is taken from initiatives in other states e.g. Hamburg, Saxony and Hesse.

• the arts education programme for children and young people, called "Kinder zum Olymp!" supported by the Cultural Foundation of the Länder in co-operation with pri- vate sponsors. A school competition was sponsored by the Federal President Joachim Gauck; see http://www.kinderzumolymp.de);

• an initiative to support children and youth culture sponsored by the cities of Munich and Hamburg;

• since 2009 the Commissioner for Cultural and Media Affairs awards a prize to 3 pro- jects of cultural education every year (endowed with a total of 60 000 EUR);

• to present examples of good-practice of cooperation between institutions of cultural education and schools, the Federal Ministry for Families, Seniors, Women and Youth

and the Association of Cultural Education for Children and Youth set up a competition called Mixed Up. Since 2005, it awards annual prizes, the 3 regular prizes are comple- mented by special prizes focussing on specific topics each year (in 2013: Inclusion);

• with the school year 2011/12, a new programme "Cultural Agents for Creative Schools" started in 5 states (North-Rhine Westphalia, Berlin, Hamburg, Baden- Württemberg, Thuringia) at 138 schools. It is initiated and funded by the Federal Cul- ture Foundation and the Mercator Foundation together with the ministries for culture of those states. For a period of 4 years, cultural agents will come into schools to devel- op a cross disciplinary concept on cultural education together with pupils and teachers and to build up long-term cooperation between schools and cultural institutions; and

• In 2012 the 4th national Report of Education was presented, this time with a focus on cultural education (previous special issues: 2006: migration, 2008: transition between school and the labour market, 2010: demographic changes). Being a special topic, cul- tural education gained more attention from stakeholders. One of the findings is a rec-

8.3.2 Arts in schools (curricula etc.)

Responsibility for art, literature and music education lies with the Länder. Each Land maintains its own education structures and therefore classroom instruction also varies in scope and quality. Since many years, experts deplore a shortfall in music and fine arts in- struction which is considered a widespread problem.

On the national level, e.g. with the programme "Culture and School" (a network of co- operation for extra-curricular cultural education including artists) and in some of the Län- der, this has led to initiatives and regular programmes aimed at improving this situation. Examples are:

• new plans for strengthening arts education proposed by Länder governments, e.g. in North-Rhine Westphalia and Baden-Wuerttemberg;

• the 5-year development programme "Cultural Education in the Media Age" (kubim) under the umbrella of the BLK, a joint body for educational planning and research funded by the Länder and the Federal Government (see http://www.lehrer-

online.de/460576.php); and

• in North Rhine-Westphalia the programme "Culture and School" started with 700 pro- jects in its first year 2006/2007 and doubled this figure in 2010/2011.

8.3.3 Intercultural education

Intercultural education is not an official component of general school education. Neverthe- less, as a principle that transcends discipline boundaries, it does play a part in teaching practice. There is furthermore an increasing sensitivity in schools to this issue and, in addi- tion to some provisions for bilingual teaching there are also many projects which make use of the medium of art to address intercultural questions arising in schools.

Intercultural education, in breadth, is carried on primarily by educational institutions (kin- dergartens, schools, further education establishments). The topic is, however, also gaining importance for cultural policy. Indeed, it is the cultural institutions themselves which are taking the initiative on this issue and are seeking co-operation with schools.

In practice, intercultural programmes are mostly established at the municipal level, mainly in the larger cities. At the Land level, systematic initiatives so far exist only in Northrhine- Westphalia and to some extent in the city states of Hamburg, Berlin and Bremen. At the Federal level, besides provision of funding by the Federal Cultural Foundation (Kulturstif- tung des Bundes), programmes to counter xenophobia and Right-wing extremism should be mentioned.

The normative framework is provided by the human rights articles established in the Basic Law (Constitution). In the foreground, are aims such as the acknowledgment of difference, development of tolerance, capacity for intercultural dialogue, information about the cultur- al traditions and values of people of other religions, and the rejection of racism and vio- lence. In the educational institutions' understanding of their role, the command of the Ger- man language as "lingua franca" is of crucial importance, in this respect.

Many art and music schools incorporate other cultural traditions and contexts in their work. Art schools for young people take, for example, the immigrant background of their audi- ence as a theme and address it through artistic means. Music schools have courses which promote the teaching of instruments originating in other cultures (e.g. the Turkish long- necked lute). Conceptually, however, inter-culturalism as a part of the general school cur- ricula has only just begun.

All the intercultural programmes and activities mentioned are concerned to develop, through education and meetings, an understanding of other cultural traditions and ways of

life, to extend knowledge of fundamental human and civil rights and to make the address- ees capable of developing humanitarian and democratic values. Intercultural and democrat- ic skills are mutually dependent in this respect.

Special attention is given to intercultural education, in the context of intensified political efforts to promote practical measures for cultural integration (see chapter 4.1 and chapter 4.2.4). Concrete stipulations are suggested in several education plans for the pre-school range and the primary schools of the individual Länder. The Deutscher Kulturrat has also elaborated a cultural policy paper named "Interkulturelle Erziehung – eine Chance für un- sere Gesellschaft" (Intercultural Education – A Chance for our Society).

8.3.4 Higher arts education and professional training

Higher Education in Germany consists of mainly 3 types of institutions:

• universities

• universities of applied sciences and

• academies of (Fine) Art and Music.

Table 9: Number of institutions, 2013

Universities Universities of applied sciences

Academies of art and music

Total

Number of institutions 110 225 57 392

maintained by the states 88 104 46 238

privately maintained 11 99 3 113

maintained by the churches 11 22 8 42

Source: HRK March 2013, http://www.hochschulkompass.

Table 10: Number of students, 2011

Number of students 1 460 311 688 396 33 317 2 182 024

…in institutions maintained by the states

1 441 458 574 630 32 345 2 048 433

… in privately maintained in- stitutions

12 315 94.985 654 107 954

… in institutions maintained by the churches

6 538 18 781 318 25 637

Source: HRK 1 December 2011, http://www.hochschulkompass.

Studying Art and Culture within these 3 types of institutions:

• Academies of art and music:

o courses of studies in the visual, design and performing arts as well as in the area

of film, television and media and various music subjects

o courses of studies for cultural management

o some colleges teach the entire gamut of artistic subjects, others only certain

branches of study

• Universities:

o courses of studies of theoretical disciplines (e.g. art history or cultural science) o courses of studies of art or music education (e.g. for becoming teachers at primary

or secondary level)

o courses of studies for cultural management, cultural anthropology • Universities of applied sciences:

During the last 30 years the range of courses of studies on culture has increased tremen- dously. To provide an overview of the variety of courses of studies in the field of culture, especially on cultural mediation, offered at universities, universities of applied science and academies for art and music, the Institute for Cultural Policy within the Association of Cul- tural Policy executes a research project on "Higher Education in the Field of Culture and the Labour Market for Cultural and Intercultural Activites". One of the results is an online- database with profiles of more than 350 courses of study on cultural mediation (e.g. cultur- al education, cultural management, cultural tourism etc.) at http://www.studium-kultur.de/.

8.3.5 Basic out-of school arts and cultural education (music schools, heritage, etc.)

Out-of-school opportunities for cultural and arts education are taking on ever greater im- portance, often exhibiting higher quality and a broader scope than available in-schools. New concepts and institutions that increasingly combine classical arts education with the use of new media have been developed and established by non-governmental sponsors with the aid of public funds. A key impetus to increase efforts furthering arts education for children and young people came in 1991 through Section 11 of the Child and Youth Ser- vices Act.