Suchergebnisse

This article about the education system of Monaco is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The author gives an overview of the background, structure and specific features of the Monegasque education system including vocational and post-secondary training. (DIPF/Orig./Kie.).

This article about the education system of the Faroe Islands is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The author gives an overview of the background and the characteristics of the Faroese education system including vocational and higher education. (DIPF/Orig./Kie.).

This article about the education system of Andorra is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The author gives an overview of the history, development, structure and administration of the Andorran education system which includes three different public school systems (French, Spanish and Andorran) and the University of Andorra. (DIPF/Orig./Kie.).

This study of the education system of Belarus is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The study begins with the historical and socio-cultural background of the Belarusian educational system which is followed by the description of the organizational and administrative context of the current education system. The next step is the functioning of the current education system, beginning with a structural overview and followed by an analysis of the different levels of the education system, including, as a separate chapter, post-secondary and tertiary education. The country study ends with an analysis of current problems and opens perspectives for further development. A diagram illustrating the structural scheme of the Belarusian educational system is part of this article. (DIPF/Orig./Kie.).

Der Beitrag befasst sich mit Prozessen der Internationalisierung im Bildungsbereich in ihren Konsequenzen für den Lehrerberuf und mit daraus erwachsenden Herausforderungen für die Lehrerbildung. Im Anschluss an eine Skizze der historischen Voraussetzungen des Verhältnisses von Lehrerberuf und Internationalität in Deutschland werden aus dem Gesamtkomplex der für Schule und Lehrertätigkeit derzeit relevanten Internationalisierungsprozesse solche Aspekte herausgegriffen, die sich unter dem Begriff "Entwicklung internationaler Bildungsräume" zusammenfassen lassen. Auf dieser Grundlage werden abschließend Thesen für die Lehrerbildung formuliert. (DIPF/Autor).

This article about the education system of San Marino is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The author gives an overview of the background, structure and further characteristics of the Sammarese education system. (DIPF/Orig./Kie.).

This paper is focussed on the efficacy of the benchmarks for the education systems in Europe, set by the European Council of Education Ministers as targets for 2010. First, the use of benchmarks in education policy is characterised, followed by an outline of the development of the EU-benchmarks for the education systems. The analysis of two exemplary benchmarks - on reading literacy of 15-year olds and on the participation of adults in lifelong learning - demonstrates considerable weaknesses in terms of the technical design and of the political construction of these benchmarks. The author concludes that so far the specifications of the EU-benchmarks allow effects on education policies only to a very limited extent. (DIPF/Orig.)

Vor dem Hintergrund der aktuellen Diskussion über Ganztagsbildung befasst sich dieser Beitrag zunächst kritisch mit drei Mustern der Rezeption ausländischer Erfahrungen in Deutschland: der These von der "Singularität" der deutschen Halbtagsschule im internationalen Vergleich, der dichotomen Gegenüberstellung von Halbtags- und Ganztagsbildung und der Herstellung eines Kausalzusammenhangs zwischen hohen Schulleistungen und Ganztagsbildung. Im Anschluss daran werden einige Herausforderungen für das international vergleichende Studium ganztägiger Schulsysteme benannt. Zu ihnen zählt die Notwendigkeit, sich klarer Begriffe und Kategorien zu bedienen und die jeweiligen soziokulturellen und pädagogischen Bedingungen, strukturellen Designs sowie die aktuellen Entwicklungen ganztägiger Bildung in anderen Ländern zur Kenntnis zu nehmen. (DIPF/Autor).;;;The current discussion on all-day schooling in Germany makes reference in many ways to the practice of schooling in other countries. This paper starts with a critical discussion of three types of such perception: when the German half-day school is assumed as being a unique phenemenon in international comparison, when half-day and all-day schooling are put in contrast in a simplicistic and dichotomous way, and, lastly, when a causal link is made between the existence of an all-day school system and high average student performance. In addition, some challenges for the comparative study of all-day school systems are identified. Among them are the need to use clear terms and categories and to take into account the cultural and educational background, the structural design and the current development of all-day schooling in other countries. (DIPF/author).