This chapter provides a general overview of the mechanisms for accreditation and recognition of qualifications in higher education in the United States. It introduces the role of some main actors in this field of accreditation, such as the Council for Higher Education Accreditation (CHEA) and the United States Department of Education (USDE). Furthermore, it refers to the international activities of US accrediting organisations. Finally, it examines the role of accreditation in acceptance of degrees, transfer of credit and individual certification and licensure in the United States. (DIPF/Orig.).
Schulen bieten eine ausgezeichnete Möglichkeit zur Betrachtung und zum Verständnis der breiteren Gesellschaft, in welcher sie hervorgebracht und repliziert werden. Die Untersuchung der Art und Weise, in welcher Schulen strukturiert, positioniert, finanziert, verwaltet, wertgeschätzt, kritisiert, gepflegt und vernachlässigt werden, eröffnet uns - jenseits nationalstaatlicher Rhetorik - eine Sicht auf die von den Bürgern erlebten Realitäten. In diesem Artikel soll die Entwicklung der australischen Bildungspolitik zu Veränderungen in der soziokulturellen Theorie und Praxis, welche die mobile Moderne reflektieren und reproduzieren, in Beziehung gesetzt werden. Besonderes Interesse gilt dabei den Strategien zur Schulfinanzierung mit ihrem Bezug zum privaten bzw. nichtstaatlichen Bildungssektor von der späten Kolonialzeit bis in die sogenannten neoliberalen/spätmodernen Zeiten. Die vorgestellten Aspekte bewegen sich in einem Komplex wechselseitig verbundener Bereiche, vom Urbanen bis zum Ländlichen, vom Öffentlichen bis ins Private sowie in den primären, sekundären und tertiären Schichten von Bildungsangeboten. Die Periodisierung offenbart ein nachlassendes Engagement für eine säkulare, staatszentrierte und am Gemeinwohl orientierte Moderne zugunsten einer "zweiten Moderne" der Individualisierung und Privatisierung. Mit Bezug auf eine Bandbreite verschiedener empirischer Studien zur Schulwahl werden die sich wandelnden Ideen und Praktiken der in die Reproduktion von öffentlichen und privaten Schulen Involvierten hervorgehoben. Im Fokus stehen dabei einerseits die Fachleute und Angestellten des Systems und andererseits die "Konsumenten" der auf den "Quasi-Bildungsmärkten" angebotenen Produkte. (DIPF/Orig.).;;;Schools offer powerful scope for viewing and comprehending the wider society in which they are produced and replicated. The ways in which schools are structured, positioned, funded, managed, appreciated, critiqued, cared for and neglected, presents us with a means for seeing beyond the rhetoric of a nation state to the lived realities faced by its citizens. In this paper the author wants to link the development of Australian educational policies to shifts in socio-cultural thought and practice that reflect and reproduce a mobile modernity. He is interested in school funding policies as they relate to the private, or non-government education sector from the late colonial period to these so-called neo-liberal/late modern times. The interrogated scenes shift about amongst a complex of interrelated fields, from the urban to the rural, the public and the private, as well as the primary, secondary and tertiary layers of educational "offerings". The periodization reveals a loosening of commitments to a secular, state-centred, welfare-focused modernity, towards a privatizing, individualizing "second modernity". Drawing from a range of empirical studies of school choice the author highlights the shifting ideas and practices of those involved in the re-production of both public and private schools either as professionals/workers in the system, or as "consumers" of the products available in education's "quasi-markets". (DIPF/Orig.).
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).
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 306-320
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.
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 293-305
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 219-244
Established in 2005 as part of the German nestor competence network, the nestor "Qualification" working group addresses questions of training and education in digital preservation for a broad and heterogeneous target audience. We introduce the five core areas of activity of the working group, giving an overview of the lessons learned and an outlook on future developments. In particular, we focus on the cooperation in the field of initial vocational education and the development of shared curricidar modules in this area.
[The] article falls into two chief parts. Part I provides an introduction to religious education in Europewhile exploring six key characteristics. Part II presents European developments concerning guiding principles, developments in the European institutions and comparative European projects as well as existing networks. Finally [the author summarises] some perspectives for religious education. (Orig.).
Stage 6 of the German National Educational Panel Study (NEPS) 6 is devoted to the transition of young people from school to work. Stage 6 focuses in particular on the transition from school to vocational education and training and then to work (for tertiary education, see Chap. 16). In all Western societies, vocational education and training (VET) systems face a number of challenges, including the need to adapt to increasing skill requirements across the economy and to handle the danger of producing an "underclass" of low-skilled youth. This chapter presents the life-course approach for investigating school-leavers' pathways from school into the labor market within NEPS. Several factors shape young people's school-to-work transitions: their motivation and competence endowment, their decisions to apply for specific educational programs, the constraints they face regarding the opportunities for VET programs and the gatekeepers' recruitment behavior, the information and support youths may or may not receive from social networks, and the learning environments they encounter in firms and schools. We outline the basic theories that guide our research concerning these influences and discuss how we take them into account within NEPS Stage 6. Thus, we provide an overview of the study's research potential in the area of VET. For now, it is mainly the Scientific Use Files of Starting Cohort 4 (SC4) that provide ample opportunities for innovative interdisciplinary analyses - including analyses of students from special education schools. As the starting cohorts age, Starting Cohort 3 (SC3) has now also entered NEPS Stage 6 and its data on VET transitions will soon be available as well.
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 9-36
