Zugangsrechte von EG-Ausländern im Bildungswesen der Bundesrepublik Deutschland. Zum Einfluss des europäischen Gemeinschaftsrechts auf das innerstaatliche Bildungsrecht
Author(s)
Avenarius, HermannKeywords
BildungssystemKulturhoheit
Bildungsrecht
Kind
Abschlusszeugnis
Äquivalenz
Freizügigkeit
Rechtsprechung
Rechtsstellung
Berufsausbildung
Ausbildungsförderung
Studium
Hochschulzulassung
Zulassungsbeschränkung
Referendariat
Weiterbildung
Zulassungsverfahren
Öffentlicher Dienst
Einflussfaktor
Europäische Dimension
Europäische Gemeinschaft
Europäischer Gerichtshof
Ausländer
Beamter
Deutschland-BRD
Education system
Education systems
Educational and cultural sovereignty
Sovereignty of culture
Educational law
Child
Certification
Freedom of movement
Jurisdiction
Vocational education and training
Vocational training
Promotion of vocational training
Training assistance
Academic studies
University admission
Probationary teacher training
Continuing education
Further education
Admission procedures
European dimension
European Community
Alien
Foreigner
Germany-FRG
ddc:370
Erziehung, Schul- und Bildungswesen
Education
Vergleichende Erziehungswissenschaft
Bildungsorganisation, Bildungsplanung und Bildungsrecht
Full record
Show full item recordOnline Access
http://nbn-resolving.de/urn:nbn:de:0111-opus-7865http://www.pedocs.de/volltexte/2009/786/
http://www.pedocs.de/volltexte/2009/786/pdf/Avenarius_Herrmann_Zugangsrechte_von_EG_Auslaendern_im_Bildungswesen_der_BundesrrepublikD.pdf
Abstract
Das Bildungswesen als solches fällt nicht in die Zuständigkeit der EG. Das europäische Gemeinschaftsrecht lässt die Kulturhoheit der Bundesländer insoweit unangetastet. Wohl aber werden die Voraussetzungen für den Zugang zu den (Berufs-)Bildungseinrichtungen vom Anwendungsbereich des EWG-Vertrags erfasst. EG-Ausländer dürfen daher bei der Zulassung zu berufsbildenden Schulen und zu Hochschulen wegen ihrer Staatsangehörigkeit nicht diskriminiert werden. Das Benachteiligungsverbot gilt auch bezüglich der Ausbildungsgänge in der öffentlichen Verwaltung, z.B. bei Studienreferendaren. Der Zugang zum öffentlichen (Vorbereitungs-)Dienst darf ausländischen Gemeinschaftsangehörigen nur ausnahmsweise verwehrt werden, nämlich dann, wenn es sich um Stellen handelt, die an der Ausübung hoheitlicher Befugnisse und an der Wahrung der allgemeinen Staatsbelange teilnehmen. (DIPF/ Orig.)Date
1989Type
bookPartIdentifier
oai:www.pedocs.de-opus:786http://nbn-resolving.de/urn:nbn:de:0111-opus-7865
http://www.pedocs.de/volltexte/2009/786/
http://www.pedocs.de/volltexte/2009/786/pdf/Avenarius_Herrmann_Zugangsrechte_von_EG_Auslaendern_im_Bildungswesen_der_BundesrrepublikD.pdf
Copyright/License
http://www.pedocs.de/doku/urheberrecht.php?la=deCollections
Related items
Showing items related by title, author, creator and subject.
-
Providing Skills for Equity and GrowthWorld Bank (Washington, DC, 2015-04-14)The scope of this report is twofold.
 First, it documents skills gaps and mismatches and attempts
 to understand the reasons for them. Second, it provides a
 framework for thinking about skills development, drawing on
 international best practices, with the intent of stimulating
 further discussion. Given the breadth of the task, in this
 report we narrow the focus on a particular segment of the
 labor force: unskilled youth. There are several reasons
 sustaining this choice. First, unskilled youth, most of whom
 are out of school and have little chance to integrate
 themselves into the labor market, represent a significant
 share of the labor force that will remain active for the
 next 30 or 40 years. If nothing is done, out-of school youth
 will benefit at best only marginally from growth, and may
 even become an obstacle to sustaining growth in the long
 term. Second, the current educational system still faces a
 strong challenge in retaining students, and unskilled youth
 are likely to remain high on the agenda in the next decade
 or even longer. Finally, in the past decade, training
 programs designed specifically for out-of-school youth have
 begun to emerge around the developing world, in particular
 in Latin America, and recent evaluations suggest that they
 can be effective in increasing productivity and the chance
 of finding employment. Nevertheless, many of the findings of
 this report extend to overall skills development in
 Cambodia. In particular, the report points to significant
 market failures preventing both firms and training providers
 from offering quality training at all levels, as well as the
 need to develop certification and accreditation systems that
 are valued and recognized by employers and span all levels
 of education. The report proceeds in four chapters. The
 first covers demographic trends and the labor market. The
 second looks at skills gaps and mismatches. The third
 reviews existing training providers. The concluding chapter
 considers policy options in going forward.
-
Strategic Reform Road-map for the Technical and Vocational Education and Training Sector in West BengalWorld Bank (Washington, DC, 2014-09-15)This report focuses on one of the key
 pillars of economic growth - namely, human development, and
 in particular, on skills development in West Bengal. It
 examines the current status of skills development, and
 potential ways forward for making the production of skills
 in the state more aligned to its economic growth needs. More
 specifically, the report investigates the characteristics of
 the technical and vocational education and training system
 that produces skills, how these skills match up in quantity
 and quality with what is in demand from employers in the
 organized and informal sectors, governance and quality
 assurance systems, emerging partnerships between the
 government and private providers of skills, and the
 availability of financial resources for skills development.
 Based on the findings from primary surveys, secondary data
 analysis, in-depth consultations with stakeholders, and
 declared policy priorities, the report provides a strategic
 framework and a time-based implementation road-map for
 reforming and reorienting technical and vocational education
 and training in West Bengal. This task was undertaken at the
 specific request of the new Government of West Bengal (GOWB)
 who took office in 2011. The GOWB wanted to know how to
 improve the quality of vocational and technical education
 and training in the state, and provide greater access to
 skill development to more young people. The request was
 formally transformed into a Non-Lending Technical Assistance
 (TA) with the Education Unit of the World Bank's New
 Delhi office. This report is one key output of the TA which
 covered a range of activities including bringing on board
 national and international expertise on various TVET issues,
 consultations with a variety of public and private sector
 stakeholders in the state, a series of learning and
 dissemination workshops, and partnerships with organizations
 who are engaged in this sector.
-
Skills Development in the Informal Sector of Sub-Saharan AfricaAdams, Arvil V. (World Bank, Washington, DC, 2017-09-06)Since first recognized in the early
 1970s, the informal sector of Sub?Saharan Africa has become
 a growing source of employment for large numbers of youths,
 but also older workers pursuing entrepreneurial goals and
 others adjusting to structural changes in the region's
 employment. Initially viewed as a safety net for those
 unable to find employment in the modern sector, the image of
 the informal sector has begun to change with time and the
 education of those entering it. More workers have begun to
 view it, not as a temporary stop while searching for
 employment in the formal wage economy, but as a preferred
 destination offering opportunities to those wanting to
 become entrepreneurs. The chapter examines recent research
 covering measurement of employment in the informal sector,
 impediments to investing in skills within the sector, and
 policies and programs to expand this investment. It extends
 earlier work on this topic done under auspices of the World
 Bank. The purpose is to examine what is currently known
 about these issues, identify gaps in knowledge, and offer a
 strategy for expanding skills development in the informal
 sector. Recent research, for example, like that mentioned
 above in Ghana showing the changing character of employment
 in the informal sector and the prospect of growing returns
 to skills casts a new light on employment in this sector and
 merits further inquiry into the robustness of these findings
 in other countries to deepen our understanding of how skills
 influence the welfare of those who create their own
 employment in the informal sector and how the investment in
 skills can be expanded.