The Revamping of Polytechnic Education in the Light of Experience with the Development of Work Basics

Abstract

Times of change always require decisions on the direction of change—especially in the realm of education. If one assumes that there is a structural interdependency between the society and the economy [see Walter Eucken, 1990], then there is no question but that the change in the economic system in East Germany has also had effects on polytechnic education, which introduced pupils to the socialist economic system. When the East German states look to the old Federal Republic states for ideas to support them in this (necessary) task of restructuring, they encounter a confusing discussion. It represents in abbreviated form the development of Work Basics in the Federal Republic over the last thirty years. Moreover, the bankruptcy in ideas and the utter babel of linguistic confusion becomes evident: —integrated or specialized solutions? [e.g., Himmelmann, 1977; Frese, 1979; Laurisch, 1980]; —Work Basics as a specialized subject (work and economy; economic theory) or Work Basics as a group of subjects [see, for example, Hendricks, 1975; Kaiser, 1979]; —Work Basics as an integration-oriented discipline? [see, for example, Beck, 1981; Kledzik, 1972; Ammen, 1988];