Suchergebnisse

Die Verfasser diskutieren die Reformen, die notwendig sind, um die aktuellen Herausforderungen im Bereich der Hochschulbildung zu bewältigen. Sie gehen der Frage nach, welche politische Aktivitäten auf welchen Ebenen benötigt werden, um die Potentiale der EU auf dem Gebiet der Hochschulbildung zu aktivieren. Vor dem Hintergrund der steigenden Anzahl der Studierenden und der wachsenden Bedeutung der Hochschulausbildung werden die Möglichkeiten analysiert, den Zugang von Kinder aus weniger privilegierten Schichten zu erleichtern. Dabei stehen Probleme der Regierungspolitik, der Finanzierung und der Internationalisierung entsprechender Aktivitäten im Mittelpunkt des Interesses. Die Autoren argumentieren, dass die Hochschulreform in Europa sowohl auf der Erweiterung der akademischen Autonomie, auf höheren Studiengebühren und auf einer stärkeren Berücksichtigung der finanziellen Möglichkeiten der Studierenden als auch auf Intensivierung der Konkurrenz zwischen den Universitäten und einer weiteren Internationalisierung basieren soll. Die EU soll einerseits die nationalen Regierungen darin bestärken, die gegenseitige Anerkennung von Qualifikationen zu ermöglichen und die Reformen im Sinne des Bologna-Prozesses voranzutreiben. Andererseits soll die EU eine führende Rolle bei der Steigerung der Mobilität von Studierenden, Forschern und Hochschuldozenten spielen und das Öffnen der nationalen Finanzierungsprogrammen für andere Mitgliedsstaaten sowie den Ausbau der Forschungs- und Ausbildungsinfrastruktur aktiv begleiten. (ICF2).

[The author tried] to review how the debate of the significance of community for political thinking and citizenship education has emerged out, of the liberalism versus communitarian debate and the revival of a civic republican conception of politics. This raises the issue of how do we develop through community involvement, especially on the local level, a more deliberative and democratic politics which can also provide a more political framework for citizenship education. Thus community involvement in the new citizenship curriculum based on the pedagogy of service learning must address the question of how the learning experience can be best structured to challenge students to become learning experience can be best structured to challenge students to become 'political' and aware of the political significance of civic engagement in local communities. (DIPF/orig.).

Einleitend setzt sich der Verfasser mit der Anwendung des Fähigkeitsansatzes bei der Untersuchung der Kindheit auseinander, wobei die Förderung der Selbständigkeit im Mittelpunkt des Interesses steht. In diesem Kontext werden unterschiedliche Konzepte hinsichtlich der Selbstbestimmung des Kindes im Sozialisationsprozess thematisiert. Dabei werden spezifische Sichtweisen bezüglich der Festlegung von Bildungsinhalten und der Rolle der Kinder in diesen Entscheidungsprozessen unter die Lupe genommen. Auf die Förderung der Autonomie wird in Rahmen einzelner Kulturen jeweils spezifischer Wert gelegt, der in diesem Rahmen als funktional angesehen wird. Im abschließenden Teil des Beitrags wird die Relevanz des Fähigkeitsansatzes für die Gestaltung des Bildungswesens, insbesondere für die fortschreitende Erweiterung des Handlungsspielraumes und der Autonomie der Kinder zur Diskussion gestellt. (ICF).

The interest in developing effective multicultural education practices derives from the increasing heterogeneity of most societies... The growing worldwide relevance of cultural awareness in general and multicultural competence in particular (did not) imply a comitant growth in the appreciation for the disciplinary contributions of cultural anthropology... In fact, anthropology has benefited only mariginally from the "cultural turn" taken by the humanities and social sciences since the mid-1970s. The article characterizes the American case underlining that the contributions of scientists have been disregarded or downright misused. Than it reviews the results of the COER survey (Commission of Ethnic Relation) which was organized in preparation for the 14th ICAES (International Union of Anthropological and Ethnological Sciences) world congress which was held in 1998 in Virginia (USA). Finally there are given some basic recommendations in developing multicultural education. (DIPF/Orig./St.)

This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries.

The paper gives an overview of the sections of the professionalization of political didactics as an academic discipline in Germany. The first section describes the development of political education and political didactics in schools showing a process of increasing professionalization as a result of engagements with various political influences. In the next part, the beginnings of political didactics and Politics as a school subject are presented. The following part describes the professionalization phase of political didactics and teacher education, with the designation of chairs of political didactics in institutes of political science. The goals and normative ideas that individual political didactics specialists have developed for teaching politics are also discussed. For reasons of space, the previously mentioned parts and the subsequent synopses only partially cover the initial proposition. The fourth part traces the politicization and depoliticization of didactics and of the teaching of politics while the fifth part discusses practical problems that lead to a variety of new normative questions. The sixth part moves toward educational theory, in which the idea of radical constructivism is gaining ground and educationalists attempt to restructure Politics as a school subject with an emphasis on studying democracy by developing a democratic way of thinking. The seventh part is characterized by a new phenomenon, that is the start of theoretical development. The different theoretical considerations on the subject-specific competencies of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competency are presented.

The chapter describe the development of political education and political didactics in schools, showing it to be a process of increasing professionalization having grown resulted from various political influences. The beginnings of political didactics and the school subject of politics are presented. This is followed by a description of the phase of professionalization of political didactics and teacher education through the establishment of chairs of political didactics at institutes of political science. The next section traces the politicization and depoliticization of didactics and of the teaching of politics. Then the didactic moves to a variety of new normative questions. The current situation is characterized by a new phenomenon - the start of a theoretical development. The different theoretical considerations on the subject-specific competences of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competence are presented.