Suchergebnisse

Der Autor hebt hervor, "daß keine Schulstufe so oft, so kontinuierlich und so folgenreich die Bildungspolitik beschäftigt hat wie die Abiturstufe des allgemeinbildenden Schulwesens". Sie war oft Gegenstand von Reformbewegungen. Nach dem deutschen Einigungsprozeß standen Themen der schulischen Vorbildung, insbesondere die Entwicklung von Schlüsselqualifikationen wieder im Mittelpunkt. Die KMK hatte mit ihrer Richtungsentscheidung im Dezember 1995 Voraussetzungen geschaffen, eine neue Sicht auf die gymnasiale Oberstufe einzuleiten. Der Autor geht auf Entscheidungsgrundlagen für Veränderungen der gymnasialen Oberstufe ein und charakterisiert wichtige Aspekte dafür. (DIPF/Sch.)

The recent approval of the new Law that will govern the Brazilian Upper Secondary Education entailed a series of questions about its procedural strategy and about the very feasibility of its implementation. Issued as a Provisional Executive Order, it was quickly assessed and approved by the Chamber of Deputies and the Senate, excluding from the discussion the social sectors focused on education. The necessary communication processes, understood as dialogical processes – crucial to discussing a matter possibly affecting the practices of the whole level of basic education – were not pursued, resulting in a Law debated solely in ministerial offices and in the National Congress offices of government leaders. ; A recente aprovação da nova Lei que regerá o Ensino Médio brasileiro trouxe consigo uma série de indagações acerca da estratégia como foi encaminhada e da própria factibilidade quanto à sua implantação. Nascida como Medida Provisória, conheceu rápido trâmite na Câmara e no Senado, deixando à margem a participação dos setores sociais voltados ao tema da educação. Os necessários processos de comunicação, compreendidos como trânsitos dialógicos – decisivos para o tratamento de matéria com o alcance de uma mudança de rota em ciclo do ensino básico –, deixaram de ser acionados, resultando em uma Lei cujos interlocutores foram os gabinetes ministeriais e as salas de lideranças governistas do Congresso Nacional.

Vor normativen Aussagen über den Geschichtsunterricht der Gymnasialen Oberstufe wird eine möglichst genaue Beschreibung des Ist-Standes aus Sicht von Lernenden und Lehrenden gegeben. Dazu sind Ergebnisse eigener empirischer Studien (insbesondere einer repräsentativen Befragung 1992) herangezogen. Motivationale Zugänge, praktizierte Unterrichtsformen, kognitive Leistungen, konventionelle Einstellungen usw. werden einzeln dargestellt. Danach sind einige umstrittene Grundfragen wie methodische Fertigkeiten und/oder kanonische Kenntnisse, Pflichtfach oder Integrationsaspekt, Individualisierung oder Zentralisierung der Prüfungen knapp erörtert. Die politischen und fachdidaktischen Entscheidungen bleiben gleichwohl notwendig kontroverser als die Tatsachenbefunde. (DIPF/Orig.) ; Before making normative statements concerning history courses in upper secondary school, a rather detailed description of the present state-of-the-art from the perspective of both teachers and students is given. This is done on the basis of results from empirical studies (in particular, a representative poll carried out by the author in 1992). Motivational approaches, forms of teaching actually practiced, cognitive performance, conventional attitudes, etc. are sketched in turn. Then, some of the controversial basic issues such as methodic skills and/or canonical knowledge, compulsory subject or integrational function, individualization or centralization of examinations are briefly discussed. The political and subject-related didactical decisions, however, necessarily remain more controversial than the factual results. (DIPF/Orig.)

The Danish upper secondary school is currently undergoing a hyper complex process of modernization where new organizational forms, teacher-student roles and principles of management are introduced. The process is set-off most directly by a new reform. This article explores the implementation of that reform by focusing on how it is interpreted locally and put into practice by the headmasters of two different schools. On the basis of that analysis the article discusses the consequences that different ways of interpreting and managing the reform might have for the students — how do they understand, recognize and execute the new pedagogical discourses and constructions of students that the headmasters are launching? The theoretical and methodological approach of the article is based on Basil Bernstein's sociology of education. Empirically the article draws on qualitative interviews with the headmasters under analysis.

This article examines how free movement and mobility are represented in Finnish upper secondary level EU textbooks. There were three such books in use at the time of writing, published in 2007, 2010 and 2014. My methodology is based on the discourse-historical approach outlined by Ruth Wodak, focusing particularly on the various discursive strategies present in the books. I have divided the groups addressed into four levels of mobility thus; 'EU movers', 'restricted EU movers', 'migrants' and 'refugees'. The EU movers were the most positively viewed group; their mobility was often related to work and studies. 'Restricted EU movers' refers to citizens of the countries that joined the EU in the twenty-first century, whose 'invasion' was allegedly feared by the older member states. Migrants outside the EU were described, inter alia, as a 'flow of millions of poor people' eager to enter Europe. Refugees, in turn, were conflated with people applying for asylum with- out valid grounds, creating a 'refugee flow' dealing with which member states needed to assist each other. Overall, this article concurs with the findings of previous studies: school books tend to present those moving within Europe as more agreeable, with less acceptable stereotypical characteristics being attached to extra-EU migrants and minority groups such as the Roma. ; Peer reviewed

Thesis (Ph.D. (Development Administration))--National Institute of Development Administration, 2010 ; [preview](https://repository.nida.ac.th/bitstream/662723737/890/5/nida-diss-b166705.pdf.jpg)

Over the past decade, China's transition rate from lower secondary education to higher secondary education has increased significantly, from 80.5 to 93.7 percent. In light of this impressive progress, the Chinese government aimed at raising the gross enrollment rate in senior high schools to above 90 percent by 2020. Quality and relevance in vocational and academic high school education could be a key bottleneck in further expansion. The way tracking operates between academic and vocational streams could itself be a distortion for the sector's further expansion. Looking ahead, reforms in upper secondary education are imperative, given increasing demand for a highly skilled labor force and China's fast demographic change as the young population cohorts decline. The paper examines the sector's key constraints in access, financing, tracking, and informed decisions and recommends how the quality of the general and vocational education tracks can be further improved.

Over the past decade, China's transition rate from lower secondary education to higher secondary education has increased significantly, from 80.5 to 93.7 percent. In light of this impressive progress, the Chinese government aimed at raising the gross enrollment rate in senior high schools to above 90 percent by 2020. Quality and relevance in vocational and academic high school education could be a key bottleneck in further expansion. The way tracking operates between academic and vocational streams could itself be a distortion for the sector's further expansion. Looking ahead, reforms in upper secondary education are imperative, given increasing demand for a highly skilled labor force and China's fast demographic change as the young population cohorts decline. The paper examines the sector's key constraints in access, financing, tracking, and informed decisions and recommends how the quality of the general and vocational education tracks can be further improved.

In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge - Value - Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers' view of SD and the weak local management generate a fundamental problem. Depending on the teachers' own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.

In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge – Value – Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers' view of SD and the weak local management generate a fundamental problem. Depending on the teachers' own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.

An extensive study of the representations of Europe in history textbooks has been conducted with regards to Italian lower secondary school (Pingel 1994, 2000, 2003a, 2003b; Cajani 2003). These studies have included considerations upon the history of European integration, although this was not their exclusive topic. To date, however, few pieces of research have addressed how the history of European integration is dealt with in Italian textbooks for upper secondary school (Accardo, Baldocchi 2004; Challand 2009). The present paper examines how curricula and textbooks portray the integration process in upper secondary school. It focuses on the position they attribute to Italy in different phases and the extent to which they use recent findings of historiography.