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Tertium Comparationis, Vol. 13 (2007), No. 1

Editors: Sabine Hornberg

Contents

Isabell van Ackeren

Viel Prozessorientierung, kaum Outputkontrolle. Inspektion als Element der Schulentwicklung in der Flämischen Gemeinschaft

A closer look at Belgium's results in current large scale assessments reveals Flanders's leading position compared to the weak results of the French-speaking community. Starting from the interpretation of those data in the context of the school system's central characteristics and on the basis of selected socioeconomic contextual facts, this article looks at fundamental governance strategies that have the potential to explain the asserted differences. Thereby, full inspection appears to be an essential instrument for school improvement purposes. The description of the inspection process bares an underlying steering philosophy which rather concentrates on supporting optimal working processes within schools than on controlling performance results. Against this background, perspectives for the German evaluation policy will be derived.

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Matthias Pilz und Peter-Jörg Alexander

Übergangsprozesse von der Schule in die Erwerbstätigkeit in Japan und Deutschland im Kontext von Beruflichkeit und Stratifizierung

The transition process from school into employment is a well known research object in international comparisons. This article will focus on two special issues. On the one hand this will be the comparison between Japan and Germany, two countries with very different (vocational) education systems and labour market entry regulations. On the other hand it will focus on two different aspects in the transition process: One is the role of 'vocationalism' (Berufskonzept) and the other is the stratification in the systems of education and training.
For Japan an indirect type of stratification and no vocationalism can be found. In contrast to that a direct type of stratification is very common in Germany and vocationalism plays a major role in the transition process. Japan, however, even without direct stratification and vocationalism is very successful in managing the transition process. Here the high ratio of academic education, the relatively unspecific vocational education combined with expanded internal training after entering a company as well as the yet important close link between the employee and the company are important factors.

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Cristina Scraba

Chancen und Grenzen des Internet für die Bildung am Beispiel der Universität Bukarest, Rumänien

This paper focuses on Romania's higher education e-learning opportunities. The benefits and limitations of e-learning solutions will be discussed using the example of the University of Bucharest. The paper will point out how not only those involved in the learning and teaching process, but also the providers of educational opportunities in Romanian higher education benefit from the e-learning programs. Also, the problems the above-mentioned participants face in accessing these programs will be highlighted. Finally, the educational potential of the internet will be discussed, as well as ideas which are believed to promote changes in society.

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Irina Mchitarjan

Schulpolitik für ethnische Minderheiten in Europa: Geschichte und Gegenwart

On the basis of documents relating to school law, the educational policies for ethnic minorities in Germany, Czechoslovakia and Poland during both the interwar period (1918-1939) and today are compared. The aim of this cross-temporal and cross-national comparison was to identify basic patterns of educational policy towards ethnic minorities in the three compared countries, as reflected in the school laws and regulations, showed both commonalities and differences. It underwent a change from the interwar period to today, but at the same time continued some of its traditions up to the present.

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Claudia Schuchart

Schulwirksamkeit in Drittweltländern: Eine empirische Analyse am Beispiel Brasiliens

Most previous research on effects of schooling in developing countries has focused on the identification of input-factors that raise student achievement, while the role of school process factors has mostly not been addressed. This article explores the influence of school climate characteristics on betweenschool differences regarding students' mathematics achievement, holding individual and input factors constant. Furthermore, the impact of school composition on the relative effect of school input and process factors on achievement is examined. The research questions are followed by using data from a Brazilian large-scale study of primary schools, applying hierarchical linear modelling. The results do not support the hypothesis that characteristics of school climate are suitable criteria to identify effective schools. However, school achievement is much stronger influenced by the social composition of students and their biographical background. Further it can be shown that schools with a high proportion of underprivileged children are also disadvantaged in terms of human and material resources. Key words: School effectiveness research, third world countries, school process factors, school composition.

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Ashok K. Srivastava und Iris Clemens

Bildungsprogramme versus Bildungsrealitäten. Einblicke in das indische Schulsystem

The article provides a general overview of the Indian school system. At the same time the main issues and challenges the system in this context is facing today are addressed. Insights to some of the today's goals of the educational politics are offered and general data on the educational system and present situation in India are given. Gender inequality, access to and success in education, efforts for quality improvement in educational contents and processes are discussed as well as modern movements regarding the privatisation of education and the emergence of confessional schools like the so called Madrasas.

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