Tertium Comparationis, Vol. 1 (1995), No. 1
Editor: W. Bos (Universität Hamburg)Thema: Bildung in Europa
Contents
- T. Neville Postlethwaite: International Empirical Research in Comparative Education. An Example of the Studies of the International Association for the Evaluation of Educational Achievement (IEA)
- Wolfgang Jütte: Sprachförderung Erwachsener in plurinationalen und plurilingualen Staaten. Das Beispiel Spanien
- Wim Jan T. Renkema: Regional Identities in Europe. The Position of Lesser Used Languages in the Educational Systems of the European Union
- Sabine Manning: Wie beurteilen westeuropäische ERASMUS-Koordinatoren ihre ostdeutschen Partner? Ergebnisse einer standardisierten schriftlichen Befragung
- Berichte und Notizen
- Bücher
T. Neville Postlethwaite
International Empirical Research in Comparative Education
An Example of the Studies of the International Association for the Evaluation of Educational Achievement (IEA)
Two questions are posed: 1) does IEA (International Association for the Evaluation of Educational Achievement) type research fall within the realm of Comparative Education? and, 2) does IEA research produce any generalisations about education? The conceptualisation of IEA studies and the procedures used are outlined and some results of the research are presented. It is left to the reader to decide on whether or not the 'social science empirical approach' can be considered as one of several approaches in comparative education inquiry.
Download ArticleWolfgang Jütte
Sprachförderung Erwachsener in plurinationalen und plurilingualen Staaten
Das Beispiel Spanien
Since the reinstatement of democracy and the establishment of an 'Autonomous State' in Spain, widespread efforts have been undertaken in Catalonia and the Basque Country to further their respective regional languages, through such measures as the introduction of the regional language as official language in the public administration and in the education system, the publication of print media in the autochthonous language, and the installation of regional broadcast and television stations. In this article, the focus is placed on the promotion of adult Catalan and Basque instruction.In a first step, the 'hispanization' policy of the Franco Regime with ist intense cultural and linguistic repression of minorities is portrayed, along with the mechanism of cultural resistance that was employed by the respective regions as a response to the suppression policy. Against this historical background, it is is apparent that the democratic Constitution of 1978 represents a crucial turning point and profound transformation in the modern history: Spain changed into a 'State of Autonomous Communities', and the cultural and linguistic diversity was recognized. This new conception led to wide-ranging promotion of the indigenous languages in the autonomous regions. The importance of this phenomenon is explored against the background of the sociolinguistic situation of Catalonia and the Basque Country. In a further step, the transformation of the linguistic 'normalization' policy and the language instruction of adults in the last two decades is examined. Finally, some questions of related problems are posed: To what extend is language promotion an integral part of linguistic conflicts and of regionalism and nationalism.
Wim Jan T. Renkema
Regional Identities in Europe
The Position of Lesser Used Languages in the Educational Systems of the European Union
Mercator-Education focuses on the position of lesser used languages throughout the educational systems of the European Union. Examples of lesser used languages include Catalan in Spain, Frisian in the Netherlands, Scottish-Gaelic in the U.K. and German in France. The Mercator-Education Centre in Ljouwert/Leeuwarden, the Netherlands, coordinates a network of institutes, each of which represents a European language community. One of its main activities has consisted in conducting comparative inventories on several levels of education, such as pre-school education, primary education and teacher training. The current article provides an overview of the working method of Mercator-Education, presents preliminary results of the comparative studies undertaken so far and attempts to contribute to the development of an explanatory theory of the position of lesser used languages in European educational systems. Special reference is made to how the use of minority languages in education relates to regional identity.Sabine Manning
Wie beurteilen westeuropäische ERASMUS-Koordinatoren ihre ostdeutschen Partner?
Ergebnisse einer standardisierten schriftlichen Befragung
A study on the implementation of ERASMUS in Eastern Germany has been carried out by WIFO (Research Forum Education and Society), Berlin. It includes a questionnaire on the views held by the ERASMUS coordinators in West European countries on their East German partners. The results, presented in this paper indicate the background and motives for initating the partnership; the characterization of the East German partners with regard to their personal qualities, academic level and the organizational framework; the impression gained by the East German students who spent a period abroad and the response of West European students after their stay in Eastern Germany. On the whole, the East German partners, despite their only recent involvement, seem to fit well into the general pattern and standards of ERASMUS activities.Acrobat and the Acrobat logo are trademarks of Adobe Systems Incorporated.
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