Upward academic mobility for the non-secondary school graduate: Some avenues open to young adults in West Germany

In many nations, adults without a secondary school diploma have, in increasing numbers, returned to formal education in order to qualify for admission to higher institutions. The Federal Republic of Germany has been among the leaders in efforts to facilitate such upward academic mobility. Therefore, this article deals with some of the most important developing or newly-created institutions or practices aimed at encouraging those young West German adults most likely to succeed. Status elevation of non-academic schools, e.g., largely in engineering, to Fachhochschulen, as well as creation of in part vocationally-oriented, yet higher education-preparatory secondary schools, are discussed. The article stresses the role of adult education and especially those day and evening institutions (Kollegs and Abendgymnasien) specifically designed to qualify young adults for academic studies. While these schools take into account the relative maturity of their students and the recently-initiated course electivity of West German secondary schools, they have not as yet attracted, in sufficient numbers, such previously disadvantaged groups as workers, women, and rural residents. Other measures in the direction of upward educational mobility are extensive regional television-based programs (Telekollegs), recently-enacted official regulations governing correspondence education, and external school-leaving examinations varying from state to state.Finally, attention is given to a number of current issues pertaining to upward academic mobility. Among them is the fact that the growing tendency of young people to attend a secondary school, instead of merely completing the upper elementary school, increases the number of students interrupting their school attendance. That fact, in turn, compounds both the difficulties resulting from admission restrictions in many academic fields and the unemployment picture for university graduates. There is doubt as to whether added centralized efforts can offer solutions to these problems.     

Using Nearpod in elementary guided reading groups

A student teacher placed at a school with a high English Language Learner population used mini iPads, and an application called Nearpod, during guided reading instruction. Groups of students in a fourth grade classroom used this application. The students and the teacher were interviewed to determine the benefits and challenges of this approach. An analysis of data revealed that all of the students found this type of guided reading to be beneficial and motivating in learning the content presented through the application. Students also explained how they could transfer the knowledge gained into their independent work. The teacher discussed how it improved organization in a guided reading group, but how careful consideration and planning must be done to ensure the technology will work properly during guided reading. It is recommended that the Nearpod application be used in guided reading lessons because of its user-friendliness, ability to engage students, and monitor their progress.     

Innovation in times of financialization: Do future-oriented innovation strategies suffer? Examples from German industry

Shareholder value, short-term strategies, quarterly financial reports, and performance-based remuneration are strong indicators of a financial market-oriented company. It is questionable whether innovativeness and sustainable innovation capabilities can be maintained in times of financialization focused on short-term efficiency instead of free space for creativity and learning. Using the example of established German industrial companies, I examined the extent to which financialization and financial market actors steer innovation strategies and practices. In-depth interviews with companies, cluster managers and banks and reviews of financing data do not reveal a direct influence of financial investors on innovation activities. On the contrary, companies’ managements still have the power to decide how much financial control and standardization they allow for their companies’ innovation practices. The pressure on these German companies to innovate comes from their strong market orientation rather than from financialization.