Tertium Comparationis, Vol. 3 (1997), No. 2
Editors: Wilfried Bos (Max-Planck-Institut für Bildungsforschung, M. Krüger-Potratz (Universität Münster)Thema: Nationale Bildungspolitik in weltgesellschaftlicher Perspektive
Contents
- Editorial
- Klaus Schleicher: Deutsche Bildungskompetenz in Europa
- Beatrix Palt: Die Zukunftsfähigkeit europäischer Bildungssysteme am Beispiel Spanien und Portugal
- Dieter Keiner: Bildungspolitik und Weltgesellschaft. Ammerkungen zu Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century
- Uwe Schulz & Jens Neumann: "Grundbildung" als Priorität der Bildungshilfe? Zur Rolle der Weltbank
- Verzeichnis der Beitragenden
- Berichte und Notizen
- Rezensionen
Klaus Schleicher
Deutsche Bildungskompetenz in Europa
Educational achievement standards are relatively low in Germany compared to those at the European and international level. However, since German children are not less intelligent and their parents are not less engaged in education than those in other countries, the educational deficits are largely due to educational policy and institutions. These failures are all the more important, since investment in human resources and educational standards are extremely important for employment opportunities and economic development. Thus, the accountability of educational policy and institutions needs to be increased. Accordingly the scientific community should draw more attention to national education deficits, the public and target groups should demand more educational competition at the institutional level and amongst the 'Länder', and the customers should carefully compare and use educational opportunities in the European community. - In this article educational standards, political mismanagement and possibilities to cope with the long lasting problems are discussed at different educational levels.
Download ArticleBeatrix Palt
Die Zukunftsfähigkeit europäischer Bildungssysteme am Beispiel Spanien und Portugal
Actually, all European countries are about to reform their educational systems with the aim of making them fit for the future. This article deals with innovations in the Spanish and Portuguese school system and shows the important role of educational reforms as a part of future political, social and economic changes and challenges in Europe. These countries have been chosen to demonstrate how educational systems that for a long time have been considered as underdeveloped have realized new concepts of democratization and liberalization of school and classes, in particular concerning the financial, organizational and pedagogical autonomy of schools. Also the new concepts of further training of teachers in Spain are worth to be discussed in the context of European educational policy.Dieter Keiner
Bildungspolitik und Weltgesellschaft
Ammerkungen zu Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century
How to cope with the challenges of the Report to UNESCO on Learning: The Treasure Within? My suggestion is to concentrate the forthcoming debate on the global responsibility of national educational policies, on learning in its individual and collective dimensions, and on the cultural implications of the process of globalization.With reference to traits of the just beginning reception in Germany the article illustrates the necessity of a public cross-national and cross-cultural debate.Uwe Schulz &Jens Neumann
"Grundbildung" als Priorität der Bildungshilfe?
Zur Rolle der Weltbank
Subsequent to the World Conference on Education for All in Jomtien/Thailand (1990) the bi- and multilateral donors of international aid in education have gained relevance. Paradoxically this is not due to an enhanced financial engagement, but to their impact on specific national education policies in developing countries in a context of extreme and increasing polarisation of national revenue distribution. The competition around means of international education aid aggravates. In this article an overview that delineates the political and financial developments with respect to the donors since Jomtien is followed by a debate about the supposed impact on national education policies as well as the hegemonic importance of the World Bank in this respect, examplified in the framework of non-formal education projects. The discussion of both the 1995 education policy paper of the World Bank, Priorities and Strategies for Education, as well as critical reactions to it will be embedded into own experiences of one of the authors made in the context of an empirical study and an education aid project (both with respect to Sénégal): Is the World Bank, in the end, better than its reputation?Acrobat and the Acrobat logo are trademarks of Adobe Systems Incorporated.
 |
 |
| Startseite | Tertium Comparationis |