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Aus südkoreanischer Sicht

Forschungsmethode: anwendungsorientiert, politische Stellungnahme, beschreibend. "Die Bildungspolitik in der Bundesrepublik Deutschland ist von mehreren, bis heute nicht aufhebbaren Widerspruechen gepraegt. Exemplarisch verfahrend wird auf die Konflikte um die Struktur des Bildungssystems, die ideologischen Fixierungen und das Verhaeltnis von Bund und Laendern aufmerksam gemacht. - Mit der Einsetzung der Enquete-Kommission 'Zukuenftige Bildungspolitik - Bildung 2000' des Deutschen Bundestages wurde Bildungspolitikberatung ins Parlament verlagert. Auch dieser Kommission ist es nicht gelungen, die Widersprueche und Spannungen in der Bildungspolitik zu ueberwinden. Zu fast allen Problembereichen liegen Mehrheits- (CDU/ CSU, FDP) und Minderheitsvoten (SPD, GRUeNE/BUeNDNIS 90) vor. - Der Versuch, zu einer gesamtstaatlichen Bildungsplanung beizutragen, ist erneut gescheitert. Dennoch ist der Schlussbericht ein wichtiges Dokument, als Problemanalyse und Orientierungsrahmen im Pro und Kontra der Bildungspolitik und als Quelle fuer den gegenwaertigen Stand bildungspolitischer Diskussion." (Autorenreferat). (DIPF/Orig.) ; In the Federal Republic of Germany, educational policy is characterized by several, until now indissoluble contradictions. To exemplify this, attention is drawn to the conflicts concerning the structure of the educational system, the ideological fixations, and the relation between the Federal Republic and the individual states. With the constitution of the parliamentary commission "Future Educational Policy – Education 2000" educational-policy counseling has been transferred to the German Bundestag. Yet, this commission has not managed to overcome the contradictions and tensions in educational policy, either. With regard to almost all of the problematic issues, there have been majority (Christian Democrats and Liberals) and minority (Social Democrats, Green Party/Alliance 90) votes. The attempt to contribute to an educational planning for the whole country has failed again. Still, the final report represents an important document offering both a problem analysis and a guideline with respect to the pros and cons of educational policy as well as a source for the ongoing discussion on educational policy. (DIPF/Orig.)

Text and discourse in education : an introduction to critical discourse analysis -- Getting our hands dirty : provisional politics in postmodern conditions -- The material effects of the word : apologies, "stolen children" and public discourse -- New narratives of human capital : recent redirections in Australian educational policy -- After the marketplace : evidence, social science and educational research -- Curriculum, ethics, metanarrative : teaching and learning beyond the nation -- Teaching after the market : from commodity to cosmopolitan -- Using Bourdieu to make policy : mobilising community capital and literacy -- Race and language as capital : a sociological template for language education reform -- Educating the other : standpoint and theory in the internationalisation of higher education -- Generalising across borders : policy and the limits of educational science -- Another ethnic autobiography? : childhood and the cultural economy of looking -- On the race of teachers and students : a reflection on experience, scientific evidence and silence

Cover -- Title -- Copyright -- Contents -- Acknowledgement -- Preface: Research and Policy as Narrative -- 1 Text and Discourse in Education: An Introduction to Critical Discourse Analysis -- 2 Getting Our Hands Dirty: Provisional Politics in Postmodern Conditions -- 3 The Material Effects of the Word: Apologies, 'Stolen Children' and Public Discourse -- 4 New Narratives of Human Capital: Recent Redirections in Australian Educational Policy -- 5 After the Marketplace: Evidence, Social Science and Educational Research -- 6 Curriculum, Ethics, Metanarrative: Teaching and Learning Beyond the Nation -- 7 Teaching after the Market: From Commodity to Cosmopolitan -- 8 Using Bourdieu to Make Policy: Mobilising Community Capital and Literacy -- 9 Race and Language as Capital: A Sociological Template for Language Education Reform -- 10 Educating the Other: Standpoint and Theory in the Internationalisation of Higher Education -- 11 Generalizing across Borders: Policy and the Limits of Educational Science -- 12 Another Ethnic Autobiography? Childhood and the Cultural Economy of Looking -- 13 On the Race of Teachers and Students: A Reflection on Experience, Scientific Evidence and Silence -- Index

Intro -- Comparative Studies in Educational Policy Analysis -- A Volume in Contemporary Research in Education -- CONTENTS -- Contemporary Research in Education -- CHAPTER 1 -- The Republic of Asinimali -- Background Information -- Asinimali: Our People -- Unity in Diversity -- Information About Ethnic Groups -- The Asinimali Educational System -- The Republic of Asinimali, Ministry of Education -- Educational Legislation Currently in Force -- National Constitution of the Republic of Asinimali (1985) -- (Relevant Passages) -- Amendment 32 to the National Constitution (1986) -- Employment of Educators Act (2001) -- Ministry note: To date, six such exemptions (all Tsango) have been approved. -- Vocational and Technical Education Act (2005) -- Ministry Note: Please note that this Act does not override Amendment 32 to the National Constitution. -- Textbook Restriction Act (2002) -- Ministry note: Permissions have been granted for several English language dictionaries, the King James version of the Bible, and a small number of advanced mathematics and sciences texts. All other requests have been deemed to be inappropriate and ha... -- Professionalization of the Teaching Force Act (2004) -- Language of Instruction in Government Schools Act (1999) -- Ministry note: The minister has given blanket permission for the teaching of English throughout Asinimali. No other languages, indigenous or foreign, are currently approved. -- Compulsory Education Act (1990) -- Defence of Free Association Act (2000) -- Primary Curriculum Act (2006) -- Ministry note: To date, the following additional subjects have been approved by the minister: domestic science (for girls only), agricultural studies, political thought, and basic military preparation (for boys only). -- Secondary Curriculum Act (2007).

Der UN-Human Development Report 1990 stellt fest, Brasilien habe seine Chancen für eine menschliche Entwicklung verpasst. Diese Einschätzung geht auf die hohe Analphabetismusrate (18,7%) und die niedrige Lebenserwartung (65 Jahre) zurück. Trifft die Diagnose zu? Wie ist dieser Sachverhalt zu erklären? - In diesem Artikel wird die Bildungskrise als Ergebnis der Politik der Militärregierung (1964-1984) und der darauf folgenden Redemokratisierung (1985-1990) gedeutet. Die Bildungspolitik der letzten 30 Jahre wird anhand von drei Themenschwerpunkten (Finanzierung des Bildungswesens, öffentliche und private Schulen und Hochschulen sowie Bildungsqualität) untersucht. Für den Zeitraum von 1990-2000 werden Chancen einer Verbesserung der "menschlichen Entwicklung" (im Bildungsbereich) gesehen. Dies ist jedoch noch keine Garantie dafür, dass Brasilien im Jahre 2000 zu den reichen Industrienationen zählen wird. (DIPF/Orig.) ; According to the UN-Human Development Report 1990 Brazil is a country which has missed its opportunities for a human development, taking into account its high illiteracy rate (18,7%) and its low life expectation (65 years). Is this diagnosis correct? How can the problem be explained? This article makes the attempt to explain the educational crisis as a result of the military regime's policy (1964-1984) and further redemocratization efforts (1985-1990). The educational policy in the last 30 years as analysed by foccusing three main aspects (economic resources, relationship between private and public schools and quality of education). There are good possibilities to promote "human development" (especially education) in the next ten years but this does not necessarily mean that Brazil will have a chance to join the rieh industriahzed countries until the year 2000. (DIPF/Orig.)

This paper offers an explanation for observed differences across countries in educational policies and in resulting interpersonal distributions of human capital. We analyse a generalequilibrium model in which, as a result of the apportionment of natural ability, nurturing, and publicly financed education, some people can be well endowed with human capital, whereas other people are poorly endowed with human capital. We assume that people can choose to be either producers or predators. Because an increase in a person's human capital makes predation a less attractive choice for that person, it is possible that by using some of their human capital to educate the poorly endowed people the well endowed people can increase their own consumption. More interestingly, our theory predicts that, if producers are able to enforce a collective choice that takes advantage of the deterrent effect of allocating resources to guarding against predators, then the well endowed people prefer a relatively egalitarian educational policy that increases the human capital of all of the poorly endowed people. Such an educational policy either decreases the cost of deterring predation or makes deterrence possible. In contrast, if producers or small subsets of producers individually choose the amount of their resources to allocate to guarding, taking the ratio of predators to producers as given, then the well endowed people prefer an elitist educational policy that, if it has a redistributional component, decreases the number of poorly endowed people, thereby decreasing the number of predators, without increasing the human capital of the remaining poorly endowed people. These implications seem to be consistent with the facts about differences across countries in educational policy.

This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform, substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.