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1.
Heinrich Rothert 《European Journal of Engineering Education》1995,20(2):261-276
The fall of the Iron Curtain in 1989 led to the collapse of the communistic regimes in the Soviet‐dominated Eastern and Central European countries. The so‐called ‘East’ Germany, the German Democratic Republic (GDR), which in West German terminology means ‘Central’ or ‘Middle’ Germany, became part of the German Federal Republic on 3 October 1990. In the treaty on the establishment of German unity, the German Science Council (Wissenschaftsrat,) was given the task by the Federal Government and by those of the States (Länder) to undertake a survey of publicly financed facilities for science and research in the former GDR and make proposals for necessary renewal. The author was a member of two of the working groups of the German Science Council, in charge of producing an expert opinion on the future structure of engineering education in the five new Länder and Berlin (East). Having known the situation in the GDR long before the Wall came down, the author describes briefly the training of civil engineers and architects before and after German unification. Not every step in the legal procedure in the new five Länder can be documented here, and it is also not intended to discuss scientific research in the GDR in great detail. All the data produced in the following tables are taken from the reports of the German Science Council [1, 2]. For a better understanding of German school and university training, see [3]. When statements by ‘insiders’ are cited, colleagues in the GDR, well known to the author before 1990, are meant. 相似文献
2.
《欧洲教育》2013,45(2-3):126-132
This development program for higher and teacher education in Northrhine-Westphalia can be seen as complementing the preceding article on teacher training in West Germany. Trends and aims discussed by Dr. Führ (1968) in the broad context of the national scene appear as concrete policy designs in this up-to-date plan (July 1970) for one state of the Federal Republic, Northrhine-Westphalia. This is the largest and most populous (17 million) of the German Lander and reflects-politically, socially, and economically—the mainstream of West German life. Therefore, developments in this Land may be taken as indicators of national trends. In fact, several other Länder are about to introduce teacher training reforms very similar to those of Northrhine-Westphalia. 相似文献
3.
One of the most recent European developments in the internationalization of higher education is the stimulation of regional co‐operation among institutions. In the so‐called border countries policy, Flanders, The Netherlands, and the German Länder of North‐Rhine Westphalia, Bremen, and Lower Saxony are collaborating in different ways to establish an “open higher education space”. Within the framework of this border countries policy, various initiatives have been taken in order to support co‐operation among higher education institutions from the countries involved. Amongst other things, research was undertaken in order to gain insight into the differences and similarities of the programmes offered in the five countries. In addition, the Ministries of Education of the participating countries have begun to allocate funds to institutions that have taken co‐operation initiatives that coincide with the policies of the countries concerned. These two aspects of the border countries policy will be discussed in this article. 相似文献
4.
《欧洲教育》2013,45(4):23-41
After slow beginnings in the 1950s, educational research in West Germany is carried out today at several centers, as well as in research departments which some of the education ministries of the 11 Länder (states) have established in recent years. The latter tend to undertake projects of practical relevance to administrative decisions and planning, while the independent centers engage more in broad or basic empirical research. 相似文献
5.
6.
The arts form an integral part of human education. Arts education contributes to the development of the individual’s expressive needs and interests. It serves to pass on cultural and aesthetic practices and enables active participation in the cultural life of society. Over the last years, the demand for data has been growing, and in 2012, the German Federal Ministry of Education and Research (BMBF), together with the Standing Conference of the Länder Ministers of Education (KMK), commissioned the German national report on education with a specific focus on “cultural and aesthetic education over the life-span”. The present contribution defines the scope of this thematic focus and presents an overview of available data sources for its operationalization. It describes the process of structuring the domain, the construction of statistics and indicators, and outlines ways for further improving the monitoring of arts education in Germany. 相似文献
7.
Hans Rudolf Leu Regine Schelle 《Early Years: An International Journal of Research and Development》2009,29(1):5-18
This article identifies the responsibilities for early childhood care and education (ECCE) in the German child and youth welfare system and shows the expansion of children's services. The official German statistics demonstrate that almost every child from the age of three to school age attends ‘Kindergarten’. Current policies and measures are therefore mainly focused on extending provision for the under‐threes. There are still enormous differences in the number of places available for children under three years of age between the eastern and western parts of Germany. Due to the increased significance of early education and the educational curricula drafted in all 16 Länder over the past few years, the qualifications required of professional pedagogues today have changed considerably. There is a broad consensus in Germany that it is necessary to redefine the course content and structure and put them on a theoretical basis. The article pinpoints the problems of children with special needs, and especially of those whose family language is not German. Despite some positive developments in German ECCE little progress has been made with regard to effectively implementing the conceptual unity of education, care and upbringing. 相似文献
8.
《欧洲教育》2013,45(3):116-126
For six long years the Hochschulrahmengesetz has been the main point of discussion on educational policy in the Federal Republic of Germany. There are three major reasons for this: an attempt was made for the first time to provide legislation for all universities in the Federal Republic; only by amending the Constitution in 1969 was the federal government empowered to establish a "framework" within which the Länder (federal states), who are directly responsible for the universities, both legislatively and executively, are to operate in the future. Furthermore, the Federal Coalition Government and its supporting parties (Social Democratic Party or SPD, and Liberal Democratic Party or FDP) are anxious to push ahead with higher education reform. And then, of course, the regulations introduced for university entrance have also become more and more an important topic of discussion over the past few years. 相似文献
9.
《欧洲教育》2013,45(1):112-123
Northrhine-Westphalia, with 17 million people the largest of the eleven Länder (states) of the Federal Republic of Germany, issued revised curriculum programs for all its schools between 1966 and 1968. The most interesting changes occurred in the secondary school for those children (about 60% of the age group) whose parents do not enroll them at age 10 in a Realschule (semiacademic) or a Gymnasium (academic). These children formerly remained in the Volksschule for a total of eight years; but now the upper half of this school, expanded by one year, is called Hauptschule and is designed to offer more substantial education than previously, including a foreign language (English). The same pattern is followed in all the other West German Länder. 相似文献
10.
Rosalind M. O Pritchard 《Compare》2002,32(1):47-59
German unification took place very rapidly, and it is sometimes argued that East German education was colonised in a process according to which ideas and structures (some of which were not very successful in the West) were foisted on the East in the cause of unity and homogeneity. This paper argues that the 'victim/colonisation' hypothesis is exaggerated. There was a suppressed reform tendency in the German Democratic Republic (GDR) that resulted in several distinctive educational institutions in the New Bundesländer. Although it is true that a controversial divided secondary school structure replaced the GDR unified school, it was the East Germans themselves who clamoured for the grammar school without paying sufficient attention to the implications for those pupils who failed to obtain entry into it. Their suspicions that their most able children were under-achieving were not validated by empirical studies. To a certain degree, reverse transformation can be observed (influence from East to West). In the field of pre-school education and childcare, for example, the spectacle of a well-developed sector in the East made the Westerners realise that they themselves had no adequate policy or strategy so they began to develop one. The Wisssenschaftsrat (Higher Education Council) too drew attention to the efficiency of the GDR higher education system, and in certain respects is striving to emulate it in the Old Bundesländer. The conviction of having been 'colonised' feeds resentment that could result in a backlash against democratic values. The paper ends with a brief discussion of the implications of the colonisation hypothesis for citizenship. 相似文献
11.
JUTTA THINESSE-DEMEL 《European Journal of Education》2010,45(3):437-450
In 2000, the German Federal Ministry of Education and Research (BMBF) launched the programme Learning Regions — Providing Support for Networks' in cooperation with the Länder. It was co-financed by the European Social Fund (ESF). Some 90 regions were selected and financially supported. After one year, 71 regions continued to build-up their Learning Regions. 5 topics were identified as important within the regions:
- • Education marketing
- • Training and further education guidance
- • New ‘learning worlds’
- • New transition schemes between learning and educational phases
- • cooperation with small and medium-sized companies
12.
Moira Von Wright 《欧洲师范教育杂志》1997,20(3):257-266
This article discusses the encounters between the changing expectations on the teacher role, teacher education and Swedish student teachers’ beliefs about their role as teachers, with special emphasis on the socialisation process of the pupils and the teacher's possible influence on it. The discussion is based on two empirical studies among Swedish compulsory school student teachers (M. von Wright, (1996) Propedeusis? Om motet mellan lärarstuderande och lärarutbildningen, in: Grundskollärarutbüdningen 1995. En utvärdering. Högskoleverkets rapportserie 1996:1 R.; M. von Wright (1997) Socialisationsprocessen. Metaforer och synsätt hos blivande lärare. Licentiatuppsats. Lärarhögskolan i Stockholm). The results show that student teachers when they enter their education on the one hand tend to carry with them explicit expectations which strongly reflect the values of what is considered pedagogically correct. At the same time students express implicit beliefs and underlying conceptions of human development, which in many cases are incoherent. During teacher education the pedagogically correct beliefs might become replaced, but implicit beliefs as affinity to certain pedagogical discourses are not changed or brought to awareness unless they are seriously challenged and problematised. Yet these beliefs direct the students’ attention. Changing demands on the teacher role bring about expectations on a shift in thinking about teaching and learning. Teacher education and educators can play important roles in making the students aware of their everyday beliefs and eventually change them. 相似文献
13.
《Educational Philosophy and Theory》2013,45(6):851-870
The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education (note that in this paper this phrase refers to science that incorporates Mäori language and/or knowledge, rather than Mäori participation in science education). 相似文献
14.
Using Measuring Up data from 2000, 2002, 2004, and 2006, this study examines the extent to which the state performance grades, and changes in grades, are associated with the characteristics of each state and its arrangements for higher education governance and control. To what extent is each state’s higher education performance a product of relatively controllable governance and regulatory practices versus relatively uncontrollable measures of state size, affluence, and demographics? Using both Time Series Analysis and OLS Regression, the results show that the measures of state size, affluence, education levels, and growth account for the greatest share of explained variance in State Measuring Up grades. Few of the higher education governance and accountability practices are statistically associated with the index scores on Measuring Up. Only the centrality of state higher education governance is significantly related to two of the state grades, and the relationship is negative. Moreover, changes in state regulation, performance systems, and governance structures over the past decade have not produced dramatic changes in the grades each state receives on the national report card. 相似文献
15.
Bohdan Jałowiecki 《Higher Education in Europe》2001,26(3):421-425
The development of private (non-state) higher education institutions in Poland has been a phenomenon of increasing importance since 1990. It is a paradox of their existence, particularly in small towns with no previous tradition of higher education, that they have been more successful than the state higher education institutions in educating young people of working-class and peasant background, even though they charge tuition fees. In many ways, the private higher education institutions are more responsive to the demands of an economy in transition than are the state institutions, and they tend to operate more efficiently. Also, they have been rapid to adopt the "Mode 2" variety of knowledge generation. The creation of private higher education institutions has been a stimulus to regional development in Poland. 相似文献
16.
Manfred Bayer Manfred Kolbe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):465-492
The authors describe an empirical study on the curricular contents of university lectures offered to teacher students in the Federal Republic of Germany. Since students as a rule do not have to take compulsory courses it seems to be of great interest which courses are offered to them and how much these courses are related to their profession as teachers. The purpose of the study is to ascertain what knowledge and competency students intending to become secondary school teachers can acquire by attending the courses available to them. In order to fulfil this purpose a system for the classification of lectures has been developed and applied to all lectures and other university courses, from summer 1965 to summer 1972, in educational science, philosophy, psychology, political science and sociology, at the universities of Berlin (Free University and Technical University), Göttingen, Hamburg, Heidelberg, Kiel, Köln and Tübingen. This period covers a range of 15 semesters (7 1/2 years), the maximum time for a teacher student. These universities are a sample of urban and country districts, and at the same time somewhat representative for the politically different governed “Länder” of the Federal Republic of Germany. A general result of the study is that the absolute number of university lectures increased rapidly during the observed time, with the exception of philosophy. The number of lectures on educational science often doubled, in the case of Berlin and Kiel it even tripled. Another important observation shows that the categories with the most entries differed from university to university. This was especially the case in philosophy, but this phenomenon occurred also quite clearly in the field of educational science. As far as trends could be observed, a slight tendency towards the decrease of the historical components of educational science has to be reported, but this tendency is not so significant as the others. Two main conclusions among others have to be drawn from the results of the study: First, the current university education for teacher students depends mainly on local and situational factors, e.g. it is the professor's decision on which topics he wants to lecture, second, the university education for teacher students can not be regarded to be adequate to the problems they have to face after leaving university. This means that the curricular norms and values of the university education will, at least in some cases, remain unsatisfactory for these students. 相似文献
17.
Johannes König 《International Journal of Science and Mathematics Education》2013,11(4):999-1028
Teacher education systems worldwide are confronted with the essential question of how to foster both future teachers’ theoretical and practical knowledge and to adequately enable future teachers to connect their theoretical and practical knowledge for teaching. This article investigates how future teachers acquire general pedagogical knowledge (GPK) as a central component of teacher knowledge during initial teacher education, exemplified by pre-service teachers in Germany, where initial teacher education is divided into a first phase with a heavy focus on theoretical, academic study, and a second phase where future teachers learn how to apply their theoretical knowledge in the classroom. Data from teacher knowledge studies Teacher Education and Development Study in Mathematics and Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudierenden/Longitudinal Survey of Student Teachers’ Pedagogical Competencies are used to compare future teachers’ GPK at different teacher education stages (the beginning, after 2 years, and end of training). Findings show the more advanced future teachers are in the course of their initial teacher education, the better they perform in the test measuring GPK. When analyzing subscales of the test measuring cognitive dimensions of GPK, as would be expected declarative-conceptual knowledge (measured by cognitive dimensions “recall” and “understand/analyze”) was gained predominantly during the theoretical study (first phase), whereas future teachers who had additionally passed through the practical second phase performed much better on the practical knowledge test subscale (measured by the cognitive dimension “generate”). Research findings are discussed with regard to the development of teacher expertise during initial teacher education, and recommendations for future policy directions with respect to teacher education are given. 相似文献
18.
2013年11月1日至3日,第十届北京论坛教育分论坛成功举行。论坛以"高等教育的全球参与和知识共享"为主题,邀请了来自中国、韩国、马来西亚、老挝、以色列、美国、加拿大、巴西、德国、英国、希腊、挪威、澳大利亚、南非和中国香港等15个国家和地区的30位学者到会演讲,来自校内外的50多位师生参与了会议讨论。 相似文献
19.
高等教育的治理:重构政府、高校、社会之间的关系 总被引：64，自引：0，他引：64
在高等教育领域推行治理 ,已成为许多国家高等教育改革追求的目标。高等教育的治理 ,首先意味着政府的角色或功能将发生重大变化 ,政府不再是高等教育产品的惟一提供者 ,政府对高校的管理由“政府控制模式”向“政府监督模式”转变 ,在资源配置方面 ,将更多地引入市场机制 ,政府、学校和社会之间存在着权力的依赖和互动 ,它们之间的关系将发生重组。高等教育治理的基本特征是非国营化、去中心、自治和市场化 相似文献
20.
Elena Xeni 《Educational Media International》2013,50(1):59-61
It is not an easy task to describe how an organization affects educational processes or events. First, the organization is a blend of multiple countries and changes dynamically; second, a segment of educational processes like the reforms of educational media are changing permanently as well. The changes are induced by institutional, legal, financial and other various factors as well. It is important to emphasize that the reforms in educational media were greatly influenced by the improvements in technology of the recent years. It is exciting and interesting to explore what actual and secondary effects an organization had in its field, that Hungary has been a member of for over 30 years. To analyse these effects, we have to give an overview of two things. First, we have to detail the role of educational media reform in the past, especially during a period when Hungary joined this international organization; second, we have to describe the curricula that was in effect during the implementation of the reforms. We also have to introduce the international organization and the changes in its goals, structure and function. Die Wirkung von ICEM auf den Entwicklungsprozeß von Bildungsmedien in Ungarn Es ist keine leichte Aufgabe, zu beschreiben, wie eine Organisation Bildungsprozesse oder ‐ereignisse beeinflußt. Erstens ist die Organisation eine Mischung der Einflüsse vieler Länder und ändert sich dynamisch, zweitens verändert sich ebenso durch die permanenten Reformen der Bildungsmedien ein Segment der Bildungsprozesse selbst. Die Änderungen werden aber ebenfalls von institutionellen, rechtlichen, finanziellen und anderen verschiedenen Faktoren herbeigeführt. Es ist wichtig, hervorzuheben, daß in den letzten Jahren die Reformen der Bildungsmedien sehr von Verbesserungen der Technologie beeinflußt wurden. Es ist aufregend und interessant, zu erkunden, welche tatsächlichen Effekte und Nebenwirkungen eine Organisation, der Ungarn seit über 30 Jahren angehört, in ihrem Feld hatte. Um diese Wirkungen analysieren zu können, müssen wir uns zwei Dinge genauer anschauen: Einmal die Rolle der Bildungsmedienreform in der Vergangenheit, insbesondere während der Zeit, als Ungarn sich dieser internationalen Organisation anschloss, zum anderen müssen wir die Lehrpläne beschreiben, die während der Durchführung der Reformen gültig waren. Wir müssen auch die internationale Organisation, die Änderungen in ihren Zielen, ihrer Struktur und ihrer Funktion vorstellen. 相似文献