Manfred Weiß (Hrsg.): Evidenzbasierte Bildungspolitik: Beiträge der Bildungsökonomie. Berlin: Duncker & Humblot 2006. 194 S., 68,– EUR [Rezension]

Rezension zu: Manfred Weiß (Hrsg.): Evidenzbasierte Bildungspolitik: Beiträge der Bildungsökonomie. Berlin: Duncker & Humblot 2006. 194 S., 68,– EU

School inspection – an efficient way of controlling the system?

Die Einführung der Schulinspektion als Instrument eines neuen Steuerungsmodells wird von der Hoffnung flankiert, durch Qualitätssteigerungen eine bessere Schule zu befördern. Der Beitrag überprüft die Realisierung dieser Wirkungshoffnung mittels eines systematischen Vergleichs der für die Inspektionsverfahren Englands, der Niederlande und Deutschlands vorliegenden empirischen Evidenzen. Er berücksichtigt damit drei hinsichtlich ihrer Steuerungsphilosophie und Inspektionsverfahren unterschiedliche Länderkontexte und endet mit der als Arbeitshypothese formulierten Annahme, dass eine weniger stark an Wettbewerb ausgerichtete Steuerungsphilosophie und primär an der Zielsetzung der Initiierung/Unterstützung schulischer Qualitätsentwicklung orientierte Inspektionsverfahren positive Steuerungseffekte bedingen. (DIPF/Orig.)The introduction of school inspection as an instrument of a new model of control is accompanied by the hope that, through an increase in quality, a better school might be achieved. Based on a systematic comparison of the available empirical data on the inspection procedures employed in England, the Netherlands, and Germany, the contribution examines whether this hope for efficiency is actually being realized. Thus, the analysis takes into account the contexts of three countries differing in their philosophy of control and in their procedures of inspection. The article ends on the assumption - formulated as working hypothesis - that a philosophy of control less strongly oriented by competition and methods of inspection primarily directed towards the aim of initiating and supporting the development of quality in schooling lead to positive effects of control. (DIPF/Orig.

Unterstützungssysteme in der Schulentwicklung. Separate oder strukturell verzahnte Nutzung?

The article explores the question of how far support systems (e. g. inspections, consultancies) are related to each other or interconnected in the development process of schools in order to benefit from emerging synergies. The results of an interview study with school leaders show that the systems are largely used separately and are rarely structurally interlinked. The provision of integrating support systems by education policy/administration is advocated. (DIPF/Orig.)Der Beitrag geht der Frage nach, inwiefern im Entwicklungsprozess von Schulen Unterstützungssysteme (z. B. Inspektionen, Beratungen) aufeinander bezogen bzw. miteinander verbunden werden, um von entstehenden Synergien zu profitieren. Die Ergebnisse einer Interviewstudie mit Schulleitungen zeigen, dass die Systeme weitgehend separat genutzt und selten strukturell verzahnt werden. Es wird für die Bereitstellung integrierender Unterstützungssysteme durch die Bildungspolitik/-administration plädiert. (DIPF/Orig.

‘Enemy aliens’ in wartime:civilian internment in South Africa during World War I

This article explores the previously neglected history of civilian internment in South Africa during World War I. German, Austro-Hungarian and Turkish nationals were classified as ‘enemy aliens’. They included mostly male immigrants, but also several hundred women and children deported from Sub-Saharan colonial contact zones. The main camp was Fort Napier in Pietermaritzburg, holding around 2,500. Based on sources in South African, German and British archives, this multi-perspectival enquiry highlights the salience of the South African case and integrates it into wider theoretical questions and arguments. The policy of civilian internment was rolled out comprehensively throughout the British Empire. Not least lessons learnt from the South African War (1900-1902), when Britain had been widely criticised for harsh conditions in its camps, led to relatively humane prisoner treatment. Another mitigating factor were the pro-German sympathies of the Afrikaner population. Nevertheless, suffering occurred through isolation and deportation. Remembering the First World War mainly as a ‘’soldiers’ war’ on the Western Front generates too narrow a picture. Widening the lens on civilians of both sexes in overseas territories supports notions of war totalisation

South Africa’s Secret Chemical Weapons Project, 1933-1945

Recent scholarship has drawn attention to the chemical and biological weapons ‘Project Coast’ in the final phase of the apartheid regime. The earlier history of the production of chemical weapons in South Africa has received relatively little attention and some aspects have never been discussed before. Pointing to the need for protecting the white minority against indigenous unrest, the South African government showed considerable interest in acquiring the skills and logistics for the production of poison gas in collaboration with Great Britain in the 1930s. It was only after the start of the Second World War, however, that the British were prepared to support a South African chemical weapons programme because it contributed to the Allied war effort. Two poison gas factories were maintained in South Africa until the production of chemical weapons was terminated towards the end of the war despite an occasionally articulated desire by the government to continue with the project. This article will explore the continuities and discontinuities of South Africa’s endeavours in producing poison gas within a wider local and international context of chemical weapons policies from the First to the Second World War.https://www.tandfonline.com/loi/rinh20hj2023Historical and Heritage Studie

Support systems in school development. Separate or structurally interlocked use?

Der Beitrag geht der Frage nach, inwiefern im Entwicklungsprozess von Schulen Unterstützungssysteme (z. B. Inspektionen, Beratungen) aufeinander bezogen bzw. miteinander verbunden werden, um von entstehenden Synergien zu profitieren. Die Ergebnisse einer Interviewstudie mit Schulleitungen zeigen, dass die Systeme weitgehend separat genutzt und selten strukturell verzahnt werden. Es wird für die Bereitstellung integrierender Unterstützungssysteme durch die Bildungspolitik/-administration plädiert. (DIPF/Orig.)The article explores the question of how far support systems (e. g. inspections, consultancies) are related to each other or interconnected in the development process of schools in order to benefit from emerging synergies. The results of an interview study with school leaders show that the systems are largely used separately and are rarely structurally interlinked. The provision of integrating support systems by education policy/administration is advocated. (DIPF/Orig.