Issue 1/2015, 21. Volume Page 49–69
International Vergleichende Erziehungswissenschaft und Educational Governance. Synergiepotenziale und Herausforderungen im Kontext empirischer Forschungszugänge
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Nationally and internationally, there is a growing interest in an analytical governance perspective that is guided by the search for effective constellations of quality development mechanisms in education systems. This article discusses how concepts of educational governance and international comparative approaches can be joined and further developed using empirical research. This field of research proves to be substantially complex: The historical cultural context influences intentions and processes in education policies, as well as the very possibility to create acceptance for new governing instruments and to implement them on the other levels of the education system. The orientations of actors in all areas of the education system are influenced by the already existing and – across the various states – highly heterogeneous governance structures and processes, at the macro level of the school system as well as with a view to the specific relationships and interactions of individual actors (micro level). A look at empirical educational research – for instance, in the context of international comparative school performance studies – reveals how important an in-depth comparative approach is and that this approach also calls for a qualitative approach to fully understand educational processes and their differential effects. International comparative education may as well benefit from the further development of empirical approaches.
van Ackeren, I. & Klein E. (2015). International Vergleichende Erziehungswissenschaft und Educational Governance. Synergiepotenziale und Herausforderungen im Kontext empirischer Forschungszugänge. Tertium Comparationis, 21(1), 49-69. https://www.waxmann.com/artikelART101733