Ausländische Erfahrungen mit Modellen output-orientierter Steuerung - aus pädagogischer Perspektive am Beispiel Englands und Wales

Großbritannien hat im vergangenen Vierteljahrhundert einen tiefgreifenden gesellschaftlichen Wandel und Umbau seines Wohlfahrtsstaates erfahren. ... Auch der Bildungsbereich blieb von dieser Dynamik nicht ausgeschlossen, die ihren prononcierten Ausdruck in dem 1988 in Kraft getretenen Education Reform Act (ERA) und der damit eingeleiteten großen Bildungsreform fand, die 1998 abgeschlossen wurde. Der seither vollzogene Wandel reflektiert den Übergang von einem dezentralen System, in dem lokale Bildungsbehörden und Schulen über große Freiheiten beispielsweise bei der Ausgestaltung der Curricula verfügten, zu einem stärker zentralisierten System mit Input-Steuerung in Gestalt eines nationalen Curriculums und Output- Steuerung in Form standardisierter Leistungsüberprüfungen und der Einführung des Marktprinzips unter den Schulen. In [dem] Beitrag werden gesellschaftpolitische Rahmenbedingungen und Erscheinungsformen dieses Entwicklungsprozesses dargestellt und aus pädagogischer Perspektive einer kritischen Reflexion unterzogen. Dies geschieht im Hinblick auf die Einführung und Effekte neuer Steuerungsinstrumentarien im Bildungswesen, die vor dem Hintergrund des Spannungsfelds von wohlfahrtsstaatlichen Modellen und Marktmodellen betrachtet werden. (DIPF/Orig.

Konterkariert die europäische Dimension im Bildungswesen die Aufgaben und Ziele der interkulturellen Bildung?

Does the European dimension in education counteract the tasks and aims of intercultural education? The European dimension in education, launched by the EU and her member states, is sought to be an integral part of the curriculum. But neither what nor how it is to be tought and learned is by no means yet clear: Is a eurocentric or a multicultural approach (to be) adopted? This is a central question in view of the EU\u27s growing influence in general education since Maastricht (1993) and considering the fact that the multiculturality of the students in the EU is not limited to those who have their ethnic origins within the member states, but also outside. During the past 30 years in order to "suit" this situation intercultural, multicultural or anti- racist education approaches are applied. Against this background the following article looks at initiatives launched under the two topics by the EU and her member states in general, paying special attention to the situation in Great Britain and Germany. Examples of secondeary schools in London and Frankfurt on the Main show how in practice both approaches are dealt with. (DIPF/Orig.

Knowledge and Attitudes as Influencing Factors For Adopting Health Care Technology Among Medical Students in Germany

Telemedicine services are increasingly being tested in pilot projects and integrated into standard care. One of the primary reasons for the failure of such innovation processes is the lack of user acceptance. This will soon affect doctors who will have to use telemedicine but will be unfamiliar with it.  Knowledge and attitudes prevalent amongst medical students in Germany were surveyed and their perceived relevance for medical practice analysed. METHODS: In an online-based approach 524 medical students in Germany were interviewed. The participants (63.6% women, average age 25 years) were randomly selected. Correlations were tested within a linear regression model between the expressed expectations (independent variables) and the perceived importance of telemedicine for their future medical practice (dependent variable).RESULTS: The students surveyed showed great interest in telemedicine. The increasing mechanisation of care processes is generally viewed positively. The sooner medical students develop a positive attitude towards the impact of telemedicine for a given medical treatment (p=0.006), diagnostic and therapeutic efficiency (p=0.008) and public health-related costs (p=0.002), the more they tend to assign technology a high value for their future professional practice. There is, however, a lack of information about the potential use of technology. CONCLUSIONS: There is an urgent need to eliminate knowledge deficits in order to develop treatment-related telemedicine services. This would include more professional publications and furthering education, as well as training more physicians in telemedicine in Germany

Multikulturalität und Mehrsprachigkeit im \u27realen\u27 Europa und im \u27virtuellen\u27 Raum

While in the post World War II era autochthonous European ethnic groups were of main interest, since the 1960\u27s new, often socially- defined minorities like migrants, guest workers, emigrants returning from former colonies, refugees, evacuees and resettlers have moved into the focus. The European policy of the 1980\u27s and \u2790\u27s clearly votes for the protection of the cultural identity of all societal groups and in this context supports the evolution of a "European added value". But this process could be interrupted in the new millennium, where majority as well as minority groups are in danger of loosing their cultural autonomy. One indicator for this is the pressure to use standardized languages in a world marked by increased globalization - especially via the new media. This article looks at the chances and risks of the new media - mainly the Internet - for the pluricentric European society. (DIPF/orig.

Transformation and transnationalisation of schooling: Wherein lies the transformative potential of Global Citizenship Education?

Building on a combination of different conceptualisations of "the transnational" in education, this contribution interrogates the transformative potential of Global Citizenship Education (GCE) and the extent to which it can be seen as part of a wider transnationalisation process. The authors address this question through an analytical strategy that brings together neo-institutional approaches to educational diffusion (Ramirez, & Meyer, 2002), the concept of transnational educational spaces (Adick, 2005; Hornberg, 2010), and an emic approach to GCE (Szakács-Behling, Riggan, & Akar, 2020). Empirically they draw on examples from their research in/to schooling beyond the confines of nation-states, namely the transnational network of Eco-schools and the supranational system of Schola Europaea that they examine with the help of two perspectives (meso-, and micro-). A third lens, the macro-perspective, exemplified by the work of UNESCO in the field of GCE, serves as a key context for meso- and micro-level developments. Taken together these viewpoints offer complementary insights into the question of the transnational(ising) transformation of schooling and aims at the further development of this research field. (DIPF/Orig.)Ausgehend von verschiedenen Konzeptionen "des Transnationalen" in der Bildung, wird in dem Beitrag das transformative Potenzial der Global Citizenship Education (GCE) befragt und inwieweit sie als Teil eines breiteren Transnationalisierungsprozesses betrachtet werden kann. Dies geschieht mit Rekurs auf den Neoinstitutionalismus (Ramirez, & Meyer, 2002), das Konzept Transnationale Bildungsräume (Adick, 2005; Hornberg, 2010) und einem emischen Ansatz zur GCE (Szakács-Behling et al., 2020), um Theorie und Praxis miteinander zu verknüpfen. In einem zweiten Schritt ziehen die Autorinnen sodann zwei Beispiele aus ihrer Forschung heran: das transnationale Netzwerk der Eco-Schools und das überstaatliche System der Schola Europaea, die mit Hilfe von zwei Perspektiven (Meso- und Mikro-) untersucht werden. Eine dritte Perspektive, die Makro-Perspektive, hier exemplifiziert durch die Arbeit der UNESCO im Bereich der GCE, dient als wichtiger Kontext für Entwicklungen auf der Meso- und Mikroebene. Zusammen bieten diese drei Zugänge ergänzende Einblicke in die Frage der transnationalen Transformation des Schulwesens und zielen auf die Weiterentwicklung dieses Forschungsfelds. (DIPF/Orig.

The German school system in the COVID-19 pandemic era

This article reviews findings to date on the impact of the COVID-19 pandemic in the German school system and discusses selected topics, i.e., general conditions of teaching and learning, didactic design and methodology, and the effects on educational outcomes. Like many other countries, Germany had to close its schools several times and switch to distance or alternate-shift learning, although the measures implemented by the federal states in this respect differed by region. In what follows, we first identify seven phases in the chronological course the pandemic took in Germany across the various ‘Länder’, or federal states. Next, we turn to a discussion of the medium- to longterm development needs of the German school system, based on the empirical findings available to date. Here our focus will be on the following issues: Fostering students’ self-regulated learning, making up for students’ learning losses, with special attention to inequalities exacerbated by the pandemic, and digitalizing the school system. Lastly, we address the future development of concepts for linking synchronous and asynchronous (digital) forms of learning and their integration into classroom instruction. (DIPF/Orig.

Transnationale Bildungsräume im staatlichen Schulsystem

Die Autorin befasst sich fallorientiert in ihrem Beitrag mit der International Baccalaureate Organisation [IBO] und zeigt an dem Beispiel dieses Bildungsanbieters, wie im Wechselspiel von einem sich wandelnden Verständnis nationaler Bildungsverantwortung und wirtschaftlichen Einflüssen ein transnationaler Bildungsraum entsteht, der in die nationalen Bildungsräume hineinwirkt. Besonders fokussiert wird diese Entwicklung mit Blick auf Deutschland und den hier sich zeigenden Phänomenen und Effekten des Transnationalen im nationalen Raum. (DIPF/Orig.)The International Baccalaureate Organisation (IBO), a non-profit educational foundation, offers to students aged 3 to 19 three non-national educational curricula and with the International Baccalaureate a non-national university entrance qualification for which the taker have to pay for privately. Traditionally, these educational opportunities have predominantly been offered by private international schools around the world, but today more than half of the schools offering them are state schools. In what follows, facts and figures on the IBO and students attending these educational opportunities worldwide are given, paying special attention to the situation in Germany. The neo-institutional world polity approach as it has been put forward by John W. Meyer et al. offers a theoretical frame for analyzing worldwide educational developments. Under this theoretical umbrella the nation state is regarded as the central driving force for isomorphism while the economic dimension is hardly considered. Due to this focus national border transcending dimensions in education such as those observed in the context of the IBO need to be looked at by broadening the point of reference. In this respect, it is suggested to draw on the concept of \u27transnational educational spaces\u27, as outlined by Adick (2005) and Hornberg (2010). The article closes by pointing to research questions arising in view of the IBO and the educational opportunities it provides for vis à vis the nation state as the central driving force for national school systems worldwide and isomorphism. (DIPF/Orig.

The link between computer use and job satisfaction: The mediating role of job tasks and task discretion

This study focuses on the consequences of the use of computerized work equipment (hereafter: computer use) on the content and quality of work. It investigates, first, the relationship between computer use and both job tasks and task discretion and, second, their mediating role for the relationship between computer use and job satisfaction. With our German-UK comparison, we contribute to the long-standing debate on the upskilling/de-skilling nature of the use of technology and its repercussions on the quality of work. We analyse data from the Skills and Employment Surveys for the UK and the BIBB/BAuA Employment Surveys for Germany using structural equation modelling. In line with the literature on routine-biased technological change, we show that computers are complementary to the performance of less routine and more abstract cognitive tasks and that this relationship is conducive to a higher level of task discretion and job satisfaction in both countries. Accounting for differences in job tasks performed, we find a negative direct effect of computer use on both task discretion and job satisfaction in the United Kingdom but not in Germany. Our results indicate that the ultimate effect of computer use on both task discretion and job satisfaction depends on the institutional contexts in which technology is introduced

Schule im Prozess der Internationalisierung von Bildung

Diese Studie beschäftigt sich mit internationalen Schultypen, die von der deutschsprachigen Erziehungswissenschaft bisher weitgehend vernachlässigt wurden. In einem ideographischen Vergleich werden Genese, Bildungs- und Erziehungsziele, Organisationsformen und Unterrichtsinhalte von Schulen mit einem explizit europäischen Bezug (Europa-Schulen und Europäische Schulen) und mit internationalen Bezügen (UNESCO Projektschulen und Internationale Schulen) herausgearbeitet und mit dem neo-institutionalistischen world polity-Ansatz theoretisch eingeordnet. Diese Studie bleibt jedoch nicht an dieser Stelle stehen, sondern kann zeigen, dass die Internationalen Schulen und mit ihnen verbunden Organisationen Merkmale aufweisen, die dem unlängst in der Erziehungswissenschaft aufgekommenen Konzept \u27Transnationaler Bildungsräume\u27 entsprechen. Die Ergebnisse dieser Studie liefern mithin Ansatzpunkte für die Weiterarbeit in diesem noch jungen Feld der Erziehungswissenschaft. (DIPF/Orig.