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Tertium Comparationis, Vol. 7 (2001), No. 1

Editor: Dietmar Waterkamp

Contents

Thomas Deißinger

Zur Frage nach der Bedeutung des Berufsprinzips als "organisierendes Prinzip" der deutschen Berufsausbildung im europäischen Kontext:
Eine deutsch-französische Vergleichsskizze

Vocational training in Europe provides a variety of different approaches to the problem of skill formation and integration. The differences are not always apparent at first sight but have to be detected by looking at what may be called the "organising principle" of a specific VET system. At the same time, "individual" training infrastructures can only be reconstructed by referring to the culture and history of a specific country. Against this background the article depicts some of the crucial differences between France and Germany. The initial assumption is that in Germany the "vocational principle" has to be considered as the "organising principle" within an apprenticship-dominated system, both in terms of its didactical importance and with respect to the macro-structural environment of vocational training. In Germany, the chambers play a major role in the supervision of incompany training. The fact that in the school-based French system this component is no longer available is due to a specific history which also produced the typical French "meritocratic" attitude towards education and training.

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John Pratt

Higher education in England and Wales:
unification, stratification or diversification?

The author summarizes the main traits of the policy of unification in the English and Welsh sector of higher education. He asks for the benefit the former polytechnics could derive from this process. In the former so-called binary system the polytechnics had cultivated their strength to attract target groups who usually were reserved to enrol into university programs. Yet within the unified university sector which emerged by granting the polytechnics the status of universities this strength has been devaluated. Together with the unification of the sector new methods of financing and quality assessment have been established which favour the traditional universities and enclose the former polytechnics in the lower half of the nation-wide ranking list. The author recommends to the universities of his country to focus on differences of missions instead of competing for money and to start new relations to their environments.

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Dietmar Waterkamp

Federalism in Middle Europe:
a model for a future European education system?

The article discusses the principle of federalism as a potential constitutional principle of the future education system in Europe. It reminds of the strengths and weaknesses of federalism in the history of Central Europe and clarifies the differences between Germany, Austria and Switzerland with respect to the practice of federalism in the education sector. The implications for the variability of structures, the competition of solutions, the allocation of financial resources and for participation are worked out under the auspices of their relevance for a future European education system.

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Sabine Falk und Dietmar Waterkamp

Leistungsauslese und sozioökonomisch bedingte Barrieren beim Übergang von der Sekundarschulbildung in die Hochschulbildung in Chile

This article focuses on a selection procedure, which regulates the transition from secondary education to higher education in Chile according to the principle of performance. The authors describe how the procedure functions and what consequences it entails. According to the principle, the effect of this procedure would be the selection of the most able school graduates irrespective of their socioeconomic backgrounds. However, in effect, the procedure encourages an inequality of opportunity. The interrelation of socio-economic conditions is to be found on two levels in the system. Firstly, there are considerable differences regarding the economic situation of families, regions and city districts. Secondly, the different institutions in the tertiary sector enjoy differing prestige, legal and financial status. The state is, indeed, aware of the distortion that underlies the performance principle and attempts to compensate for it through the provision of stipend programmes. However, conversely, the procedures for funding universities, which were either introduced or have, at least, been tolerated by the state, amplify and support the inequality of socio-economic conditions.

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Klaus Schleicher

Towards Corporate Governance in European Environmental Policy and Education – Trends and Concurring Parameters

Safe water supply, unpoisened food and reasonable energy costs are scientific, public and political demands throughout Europe. However, how sustainable developments can be realized, this is more a political and value problem than a statistical one. Accordingly, scientific analyses – i.a. with regard to aerosol transmission, soil pollution or BSE – need public and political support to be put in practice. This paper illustrates, why socio-political, respectively public perceptions of environmental problems are important, to what extent media information and educational inputs are strategy factors, and in which way interdisciplinary ands intergovernmental networking is needed. On the whole, 'corporate governance' is regarded as an important future-oriented concept to interrelate environmental knowledge, public awareness and political decision making in the EU.

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Ludwig Liegle

Sozialismus-Zionismus, Reformpädagogik und die Entwicklung der Erziehung im Kibbuz

The Israeli kibbutzim are looked at as an example for a productive transformation of pedagogical ideas which were generated in a quite different environment. Although the kibbutzim cannot be regarded as a part of the "new education" at the beginning of the twentieth century they also benefited from the process of internationalisation of pedagogical ideas. In this case it were the socialist and psychoanalytical thoughts of Siegfried Bernfeld which were adopted by the protagonists of the Kibbutz movement who were in need of a theory for the exceptional educational practice they had invented as an answer to the needs of their exceptional situation. The author focuses on the way leading kibbutzniks perceived Bernstein's ideas whom several of them personally contacted.

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