Suchergebnisse

Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create "cultural-fit" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries. (DIPF/Orig.)

Until their conceptual, systemic and substantive reform in the 1990s, preschool institutions in Slovenia were recognised predominantly as care institutions, on the one hand, and as "preparatory institutions" for school or pre-primary school, on the other. This paper presents an analysis of preschool education in Slovenia based on theoretical starting points, international comparative analyses of quality indicators for preschool education and curricular documents, as well as the results of Slovenian and foreign empirical research on early child development and learning. The analysis was conducted from the viewpoint of conceptual, systemic and curricular solutions. In particular, we emphasise the need to update the Curriculum for Preschool and resolve any professional dilemmas related to the efficiency and equity of preschool. In conclusion, we specifically highlight certain possibilities for improvements in Slovenian preschool education. (DIPF/Orig.)

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from the concept of the educational ecosystem and how different subsystems, such as curriculum system, evaluation systems, teacher education policy, and the labour market, should be interconnected, and the systemic changes supported by all these subsystems. The basic conditions are that different actors and stakeholders work in collaboration, there are active interactions within and between different subsystems for supporting both equity and quality in education. Educational reforms are complex processes and need diverse partners and governance in which trust is present. The article also provides a brief case description in Finnish contexts of how educational reforms have been implemented in the frame of the ecosystem concept. In the end, the article summarises how educational ecosystems could help in overcoming global learning crises. (DIPF/Orig.)

Bolivia during 2020 was the victim of simultaneous political, economic, and public health crises. The three crises interacted with one another in ways that made each individual crisis more severe. The country's social policy response to the Covid-19 pandemic was uneven. Emergency cash transfers, a legacy of the left-wing Movement toward Socialism's (MAS) nearly 14 years in power, performed well. Although the amounts transferred were quite modest, they did reach the vast majority of Bolivians. On education, however, the government failed utterly, ultimately abandoning its constitutional obligation to provide free and universal schooling to all children. Online education never got off the ground and the school year was prematurely cancelled. The Bolivian state's chronic weakness was on display in its healthcare policy response. Not only did the government inherit inadequate infrastructure, but a combination of administrative incompetence and corruption marred the procurement of much-needed ventilators and other medical equipment. The result was one of the world's highest Covid-19 mortality rates.

Peerness is a common approach to learning, especially in Nordic adult education, but is increasingly adopted by European Union (EU)-funded projects that aim to improve migrants' employability. This article discusses action research that evaluated an ESF-funded project, run by a Finnish popular adult education association in collaboration with vocational adult education institutes, NGOs, and a trade union. The project trained migrants to become peer group guides and empower migrant-background participants for employment. The training prepared guides to become experiential experts, but increased the distance between the participants and themselves. The guidance could even strengthen the otherness of participants when the peerness was based solely on sharing a migrant background. Voluntary peer guidance may reinforce this separation, but dependence on ESF funding also shapes mainstream adult education; therefore, the empowerment of migrants should build on collaboration between experiential experts and guidance professionals as part of the regular adult education system. (DIPF/Orig.)

Purpose: The diversity of political views provides great opportunities for sound evaluation methods in higher education, since these are defined, enacted upon and funded through governmental processes; their implementation is constantly subjected to political pressures. This paper explores how results are evaluated as intended to occur many years after implementation of education policy and what is the role of critical political institutions such as accountability and transparency. Methods: We present as a case study the evolution of evaluation concepts in Greek universities, through a 35-year period, characterized by the shifting of political power. These observations are generalized by the results of interviews conducted with an international group of academics. Results: There is a strong link between political power and ideology and the determination of quality evaluation, leading to distinct and different outcomes, as implemented in national strategies for higher education, strongly affecting HEI's in all aspects. Implications: In this paper we show how the state political control shapes the context of QA in universities. Universities must have the courage to protect their core values, democracy, transparency, accountability and the creation of knowledge. (DIPF/Orig.)

Die Umsetzung von schulischer Inklusion findet in Deutschland auf verschiedenen Ebenen des Bildungssystems statt, z.B. in der Gestaltung der Schulstruktur. In diesem Zusammenhang stellt sich die Frage, wie sich die Umsetzung von Inklusion abbilden lässt. In Abhängigkeit davon, wie Inklusion als politische Vorgabe gedeutet wird, kann es beispielsweise variieren, welche empirischen Daten hierfür erhoben werden. Daran anknüpfend geht es im Rahmen der Arbeit um die Fragen, inwiefern Inklusion in den Messinstrumenten der Schulinspektion berücksichtigt wird und wie diese entstanden sind. Schulinspektionen evaluieren in den einzelnen Bundesländern mithilfe von Messinstrumenten, z.B. Schülerfragebögen und Unterrichtsbeobachtungsbögen, die Qualität von Einzelschulen. Dabei unterscheiden sich die Bundesländer darin, welche Instrumente sie anwenden. Durch die Analyse der Messinstrumente und mithilfe von Experteninterviews wird herausgearbeitet, ob und welche Daten in Bezug auf die Umsetzung von Inklusion erhoben werden. Des Weiteren wird deutlich, wie die Messinstrumente der Schulinspektionen entstanden sind und welche Rahmenbedingungen prägend wirkten. Die Auseinandersetzung mit dem Entwicklungsprozess ermöglicht es zu zeigen, warum sich die Messinstrumente zwischen den Bundesländern unterscheiden. Für die Bearbeitung der Fragestellung wird auf organisations- und bewertungssoziologische Arbeiten (z.B. Sensemaking Ansatz) zurückgegriffen sowie auf zentrale Konzepte der Inklusionsforschung und den Educational Governance-Ansatz. (DIPF/Orig.) ; Due to the UN Convention on the Rights of Persons with disabilities, the Federal States of Germany have to implement inclusive education. However, there is no shared understanding how to define inclusive education in Germany. Therefore, different understandings on how to implement inclusive education within the schools exist. Comparing different Federal States of Germany, Anne Piezunka examines how school inspectorates define inclusive education. School inspectorates are part of the educational administration. They evaluate the quality of schools and are a key means of accountability. Evaluating the quality of schools, they analyze documents, conduct interviews and observe classes. Thereby, they apply several metrics. For example: "The class starts on time". Every federal state has developed its own metrics. Piezunka analyzes which metrics school inspectorates apply to evaluate the implementation of inclusive education on the school level. Interviewing the developers of metrics, she also studies the development of these metrics and seeks to explain differences between the federal states. The study brings together sensemaking theory, sociology of evaluation and research on inclusive education. (DIPF/Orig.)

The main purpose of the article is to present the evolution of legal regulations regarding national minorities in Ukraine, the structure of these minorities and the dynamics of demographic change. The authors analyzed the geographical distribution as well as the political, cultural and educational activity of the most numerous national minorities. They presented the main reasons for the increase or decrease in the size of the largest national groups. The political and legal foundations of minority activities, the specificity of the organization of their educational institutions, national-cultural associations and ethnic parties were analyzed. Particular attention was paid to the problematic provisions of the new Education Act (2017), which reduced the status of languages of national minorities in education and led to the deterioration of relations with individual countries with which minorities are associated. The authors discussed the most severe problems in bilateral relations arising from Ukraine's policy towards minorities and some ideas on how to solve them. The main methods of improving nationality policy in contemporary Ukraine were also presented.

Purpose: The aim of this study is to record the perceptions of school principals, in order to improve the quality of the provided services. The administrative factors under investigation are the mode of administration, the efficiency of procedures, ICT skill enhancement and employees' performance, technological modernization efforts, and customer participation in decision-making. The study examines how these variables, affect the level of satisfaction of school principals.
Methods: Regression analysis and the maximum frequency of answers within the rating range of the six-level Likert scale are used. Pprimary data was obtained by using an electronic questionnaire which allows for the use of econometric techniques. The school principals of the Primary and Secondary Directorates of Education in Eastern Thessaloniki comprise the survey population.
Results: Results of the analysis show that administrative factors have a major impact and summatively affect customer satisfaction. Current demands render the function of education more complex since it is asked to move beyond the simple experiential approach of administrative action that was based on the experience of older members of staff and to combine it withenhanced knowledge and skills.
Implications: A management system that valorizes technology and human resources, develops mechanisms for open communication and dialogue and examines the views of the users of services in an organized manner is considered to be essential.

Partizipation ist ein weithin geforderter pädagogischer Anspruch, der derzeit insbesondere im Rahmen von inklusiver Beschulung, aber auch schon länger im Globalen Lernen bzw. in einer Bildung für nachhaltige Entwicklung formuliert wird. Vor diesem Hintergrund befasst sich der Beitrag mit der Frage, wie der Anspruch Globalen Lernens bzw. einer Bildung für nachhaltige Entwicklung, ein gutes Leben für alle anzustreben und hierfür die Beteiligung abstrakter Abwesender mitzudenken, für die pädagogische Praxis in der Schule theoretisch gefasst werden kann. Es wird argumentiert, dass Globales Lernen als Forderung nach partizipationsorientiertem Denken und Handeln auf der Ebene der Alltagspraktiken in einem Wechselspiel situativer Inklusion und Exklusion stattfindet - ein Spannungsfeld, dessen Komplexität sich durch die Berücksichtigung weltgesellschaftlicher Eingebundenheit noch einmal erhöht. Eingebettet in ein inklusiv angelegtes normatives Rahmenkonzept kann die Auseinandersetzung mit diesem Spannungsfeld dazu anregen, Unterrichtspraktiken und Lehr-Lernsettings bezogen auf damit einhergehende Differenzkonstruktionen und Partizipationsmöglichkeiten reflexiv zu befragen. (DIPF/Orig.) ; Participation is a demanded pedagogical claim, which is currently expressed especially in the context of inclusive schooling, but longer already in Global Learning or Education for Sustainable Development. Against this background, the paper deals with the question of how the claim of global learning or education for sustainable development that aims for a good life for all and that the participation of "abstract absentees" could be theoretically formulated for pedagogical practice in schools. It is argued that global learning as a demand for participative action at the level of everyday practices takes place in an interplay of situational inclusion and exclusion - a field of tension whose complexity is further increased by the consideration of global social integration. Embedded in an inclusive normative conceptual framework, the discussion in this field of tension can stimulate the reflexive questioning of teaching practices and teaching-learning settings with regard to the associated constructions of difference and possibilities of participation. (DIPF/Orig.)

Rezension von: Tanja Betz / Stefanie Bischoff / Nicoletta Eunicke / Laura B. Kayser / Katharina Zink: Partner auf Augenhöhe? Forschungsbefunde zur Zusammenarbeit von Familien, Kitas und Schulen mit Blick auf Bildungschancen. Gütersloh: Verlag Bertelsmann Stiftung 2017 (244 S.; ISBN 978-3-86793-789-4; 25,00 EUR).

The present study compared Korea and Japan in terms of each country's afterschool program system. First, the historical and social backgrounds that have influenced the development of afterschool programs in the two countries were compared. Second, the current status of afterschool programs was described. Third, comparisons were made based on the kinds of policies that have been developed and implemented to promote the programs. The study also examined problems and issues that the two countries face in this regard. Finally, similarities and differences between the two afterschool program systems were suggested. It has been speculated that the two countries' afterschool systems have become similar due to their geographical proximity and ongoing social and cultural interactions. However, it is argued that differences in the social contexts of the two countries have contributed to the development of distinct characteristics for each of the afterschool programs. (DIPF/Orig.)

Inklusion stellt - insbesondere nach Inkrafttreten der UN-Konvention für die Rechte von Menschen mit Behinderungen (UNBRK) - ohne Zweifel eine der grössten Bewegungen dar, mit der Bildungssysteme seit ihrer Entstehung konfrontiert sind. Statt von einem individualistischen, schädigungsorientierten Behinderungsbild geht die Konvention von einem 'menschenrechtlichen' Verständnis von Behinderung aus. Dagegen wird hier argumentiert, dass diese Sichtweise bedeutende Schwächen hat; nicht nur, weil sie kein Modell von Behinderung reflektiert, sondern weil diese vorwiegend systemische, sogenannte ganzheitliche Sichtweise die vielfältigen Dynamiken zwischen Person und Umwelt reduziert und letztlich trivialisiert. (DIPF/Orig.) ; lnclusion poses without doubt one of the biggest challenges ever faced by educational systems around the world, especially since the ratification of the UN Convention for the Rights of Persons, with Disabilities (UNCRPD). lnstead of a medical model of disability, the Convention proposes a human rights model of disability. ln this article the author argue that this view has its weaknesses that influence the way we conceive of inclusive education. Foremost, it reduces and quintessentially trivialises the complex interactions between person und environment that may result in a disability. (DIPF/Orig.)

Rezension von: Nadine Bernhard: Durch Europäisierung zu mehr Durchlässigkeit? Veränderungsdynamiken des Verhältnisses von beruflicher Bildung zur Hochschulbildung in Deutschland und Frankreich. Opladen, Berlin, Toronto: Budrich UniPress 2017 (548 S.; ISBN 978-3-86388-706-3; 75,90 EUR).

Regional integration in ASEAN, within the framework of ASEAN Community has three pillars. ASEAN Socio-Culture Community as one of the pillars brought the vision of equality of access toward education aligned with the United Nation Sustainable Development Goals. Specifically, integration higher education is institutionally spearheaded by the ASEAN University Network (AUN) established in 1995, which currently is still the only legitimate HEI's platform under the ASEAN Secretariat. This paper discusses the question on the exclusivity of AUN membership that had created the narratives of doubt among the non-member universities of AUN. The research is conducted with the qualitative methods in triangulation design based on the primary data taken from in-depth interview and structured focus group discussion (FGD), supplemented by the desk study on current research on the area of regional integration and higher education management. The result presented the positive view on the question posed in the research. AUN is adapting to change, with several universities are now holding the status of associate membership. AUN also stated that they are under the preparation of making scheme and procedure of new membership application. As a unique space of integration in ASEAN, AUN is continuously adjusting to accommodate the needs of the greater audience.