Journal für International und Interkulturell Vergleichende Erziehungswissenschaft
14. Volume, 2/2008
Neuer Wind für die Strukturdebatte? Kanada als Vorbild eines „neuen“ förderalen Systems?
Gemeinsamkeiten und Unterschiede des föderalen Systems: Ein empirischer Blick
The school systems in Canada and Germany are federally organized. Nevertheless both systems differ substantially in the way they are organized and how they are governed. Consequences due to these differences are discussed from the perspective of how the Canadian system differs from the German. On the one hand the question will be addressed which distinctions concerning the relationship between social background and educational success can be observed. On the other hand differences in the achievement level of students with migration background will be discussed. Finally, characteristics of the educational system itself will be focused on, as well. The discussion of differences will not be based on qualitative descriptions of the current situation but on representative samples of quantitative data available not only for both countries but also for the provinces and federal states, respectively. The aim of the presented analysis is to underpin significant attributes of the educational systems, which are positively related to the competence levels of students, schools, and regions, respectively, andwhich at the same time can be the object of administrational intervention on different levels of the educational system. Therefore, the focus of this article is not on teaching and learning but on structural parameters which can be systematically addressed and used for the enhancement of the educational system.
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