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Analyzes the introduction of productive work into the Brazilian schools in the 1980s. Explains that productive work is a form of vocational training that combines general education and productive work in one institution. Concludes that the production school is not a feasible alternative in improving education for the lower classes. (RW)

Discusses the 18th century development of the concept of liberal education in Germany and the increasing control over it by the government during the 19th century. Predicts that public education will become more important in the future, but that state control must be liberalized in order to manage the increasing problems of the educational system. (GEA)

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Understanding education and vocational training systems in terms of their traditional foundations and structural logic points to the need to connect them with social problems and to localise the objectives of reforms or reform approaches in the respective national context. In this article we want to shed light on three aspects, which are themselves intertwined and whose systemic or structural correlates can take on different shapes against the background of national differences regarding the respective traditions of VET. They can be conceived as "tertia comparationis", i. e. comparative aspects or points of comparison in comparative research. Specifically, our article is about the value of vocational education in relation to school-based and academic education, the positioning of VET in the tension field caused by structural boundaries within the education system, and finally wewill look at the seemingly opposite, quasi-corrective tendency to think of vocational and university or of vocational and school-based general education as "hybrid" by bringing the different sub-systems together instead of separating them from each other. Using the example of England and Australia, reform approaches in this regard will be made visible and possible implications for German vocational training will be discussed. [ABSTRACT FROM AUTHOR]

The conference proceedings "Didactics of Work Education: Fundamentals and Impulses" by S. Bartsch and M. Friese discusses the significance of didactics of work education in the education system. The book refers to the general didactic approach of Wolfgang Klafki and emphasizes the current relevance of his educational-theoretical arguments. The review discusses the challenges in establishing work education as a subject and didactics, as well as the potentials of work education in the context of technology and societal transformation processes. The conference proceedings present various perspectives and impulses for didactics of work education, including the integration of care aspects in general education schools and the promotion of digital competences of teacher training students. Topics such as experimental learning in primary education, teacher professionalism through digital storytelling, further training measures for subject-teaching teachers in the subject of WAT, and strategies for vocational orientation are also examined. The anthology offers a differentiated and elaborated representation of work education and its further development. [Extracted from the article]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the right to look as an outstanding perspective in General Education Science. It emphasizes that the right to look in education is supported by critical reflections on education and the methods that lead to conclusions about it. The text analyzes the scene of the "Eiertanz" (egg dance) in Goethe's work "Wilhelm Meister's Apprenticeship" and highlights the importance of the gaze and the right to look in this scene. It argues that visuality functions as a hegemonic medium and the right to look is often restricted. The story of Mignon and Meret in the novels "Wilhelm Meister's Apprenticeship" and "The Green Henry" shows how education can be shaped in different ways. [Extracted from the article]

Copyright of Technikgeschichte is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Eğitim sistemine yön verebilmek adına yapılan tartışmalardan yola çıkarak, eğitimin verimliliğinin ve kalitesinin artırılması, bireylerin ve toplumun değişen ihtiyaçlarının karşılanması için öğretim programlarının güncel ve dinamik olması önemlidir. Bu bağlamda yapılan araştırmada genel eğitim okullarında ilkokul ve ortaokul düzeyi için hazırlanan “Türkçe Dersi Öğretim Programı” (2018), özel eğitim uygulama okulları (ÖEUO) I. ve II. kademede öğrenim gören orta ağır zihinsel yetersizliği olan öğrenciler ile otizm spektrum bozukluğu olan öğrenciler için hazırlanan “Türkçe Okuma Yazma Dersi Öğretim Programı” (2019) ve “Türkçe Dersi Öğretim Programı” (2019) karşılaştırmalı olarak incelenmiştir. Araştırmada nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılmıştır. Kullanılan yöntem doğrultusunda Türkçe öğretim programları; amaçları, değerleri, yetkinlikleri, güncellenebilir olması, öğrenme ve öğretme yaklaşımları ile ölçme ve değerlendirme yaklaşımları açısından değerlendirilmiştir. Araştırma sonucunda, genel eğitim okulları için hazırlanan Türkçe Dersi Öğretim Programında yer alan etkinliklerin kaynaştırma öğrencilerine yönelik uyarlanabilir olma özelliği sınırlı bulunmuştur. Her iki programda da Türkçeyi konuşma yazma kurallarına uyması, temel okuma yazma becerileri edinmesi, dinleme, izleme, konuşma becerilerinin geliştirilmesi gibi temel yeterliklerin kazanımı amaçlanmaktadır. Ancak programlarda yer alan yetkinliklerin içeriği her iki grupta da aynı şekilde ifade edilmiştir. Türkçe öğretim programlarında özel gereksinimli bireylerin öğrenimini kolaylaştıracak öğretim durumlarına yer verilmesi gerektiği ortaya çıkmıştır. Özel gereksinimli öğrencileri merkeze alarak hazırlanan ve zamanla gelişim gösteren Türkçe programlarının daha kapsamlı ve etkili olacağı düşünülmektedir. Bu nedenle Türkçe öğretim programlarında özel gereksinimli öğrencilerin eğitim ortamlarına uyum sağlayabilmeleri için, akademik ve kişisel gelişimlerine yardımcı olacak yöntem, teknik ve stratejilere yer verilmesi gerektiği sonucu ortaya çıkmıştır.

Nutrition and consumer education are treated as multi-perspectival content areas in General Education (“Sachunterricht”). Multi-perspectivity can be seen as a dialectical core category of General Studies. Yet it remains broad in its conceptual interpretation. This article is dedicated to the term “multi-perspectivity”—with references to nutrition and consumer education. [ABSTRACT FROM AUTHOR]

Nutrition education is currently insufficiently anchored at the primary level—but it should be so that children can develop competencies for coping with everyday life in the field of nutrition and thus for participating in society. Food and nutrition offer themselves as a perspective-networking topic area for the subject lessons. [ABSTRACT FROM AUTHOR]

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes the pilot project "Kollegstufe" in North Rhine-Westphalia, which could mean the end of the upper secondary level of grammar schools and vocational schools. The experiment aims to create a comprehensive upper secondary level that integrates study-related and vocational training courses. Focus profiles are formed to prepare for future studies or professions. There is diverse criticism of this reform, as it could lead to a loss of general education, specialization, and political influence. The decision to introduce the "Kollegstufe" is a political decision that must be accountable to the ministers of education and ultimately the voters. The integration of vocational training into grammar school education is seen as a possibility to free education from its economic narrowing. The planning commission for the "Kollegstufe" in North Rhine-Westphalia has the task of planning a reform of the "Kollegstufe". [Extracted from the article]

Scientific disciplines as communication and discourse communities also deal with the development of their own paradigmatic foundations. So far, however, little is known about the development and constitution of "Economic Education" as a didactic discipline. Using Clark's stage model (1972), this discipline can be described as an emerging, increasingly established scientific community. In order to empirically analyze the discipline of economic education, the disciplinary communication, which takes place in, among other things, specialist journals and conference proceedings can be studied. This communication contains information about topics and objects as well as about the members of a scientific community. In this article, a publication analysis is carried out using a computational linguistic topic modeling method. For this purpose, conference proceedings (N = 26, 380 contributions) of the scientific society (German Society for Economic Education) are analyzed. The results show that economic education as a discipline has grown over the past 30 years, a core of staff has been established, young scientists are increasingly involved, and there is an increase in cooperation and networking. Furthermore, with the help of the topic model, it can be shown at the content level that economic education is a didactic scientific discipline that focuses on economic education as a part of general education. [ABSTRACT FROM AUTHOR]

The article describes the development of the subject "Werken" in Austria. "Werken" is a subject primarily taught in general education schools and begins in primary school. In secondary level I, "Werken" is understood as preparation for further specialized training. In secondary level II, there is only the mixed subject "Bildnerisches Gestalten und Werkerziehung" in upper secondary schools. The Pedagogy Package 2020 enables the further development of the curriculum and the social embedding of the subject. "Werken" is considered an applied research subject, in which competencies are acquired within a comprehensive research, development, and design process. The understanding of the subject emphasizes the importance of innovation and the integration of methods from other disciplines. Three competency areas are defined: development, production, and reflection. The teaching is based on a research-based approach and promotes individual insights and innovations. Transdisciplinary connections are established and new perspectives on subject content are opened up. The article deals with the subject "Werken" in Austria and the changes that arise from digitization and a focus on sustainability. Competence acquisition is achieved through one's own actions and is now increasingly evaluated in the process of work. Digitization poses new requirements for the subject and at the same time offers new possibilities. Dealing with natural resources and the design of living spaces are considered important core values of the subject. "Werken" is seen as a unique subject that is in demand both in the working world and in personal development. The term "Technik und Design" (Technology and Design) is proposed to clarify the content focus of the subject. The implementation of the changes remains a challenge that the subject community looks at optimistically. [Extracted from the article]

This contribution on the subject of craft (Werken) explores which kind of education children and young people need in an era of incomprehensible expansion of technology. While boundaries between humans and technology are and have been apparent, technology is more and more becoming a sphere lacking clear-cut boundaries. If one imagines the world in Cartesian terms, res extensa and res cogitans are affected; man and technology become more and more entangled in each other. The attempted response to the necessary educational effort in this paper has five considerations. Firstly, we track down the concept of reality. Secondly, we point out the creative urge which is unique to the human species. Thirdly, we are going to talk about the experience of reliability in a seemingly contingent, chaotic and complex world as a way of giving meaning. Fourthly, we will talk about our reality in the technosphere. And fifthly, we aim to show that it is up to the human being to live in harmony with the world he or she has created. Finally, it will be discussed what can be derived from this by speaking about craft as actual education and in which way this could relate to general technical education [ABSTRACT FROM AUTHOR]

To deal practically and productively with the world, to want and to be able to shape it, is one of the basic concerns of craft (Werken) in school. In this context, the creation of craft work is not only considered as a purely practical discipline but can also provide insights into problems of design in the artistic sphere of action, contribute to the knowledge of technical function correlations or may also reveal the multidimensionality of the material world. Various educational potential can be attributed to craft, even though it originates in different pedagogical concepts. This article uses concrete examples of teaching units to illustrate how craft can be understood in terms of educational theory and practice. It points out systematically educational horizons of craft. [ABSTRACT FROM AUTHOR]

The library of the Hanseatic City of Lübeck will celebrate its 400th anniversary in 2022. It was founded in 1616 and, due to historical reasons, does not have a clear classification. Its purpose was to provide general education to all citizens of Lübeck and it has survived wars throughout the centuries. Today, it is a municipal public library with scientific functions. The library offers various services, including the digitization of historical collections and the provision of media for children. Despite its valuable heritage, there are challenges in modernizing the facilities and finding aids. [Extracted from the article]

Copyright of Perspektiven der Wirtschaftspolitik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As part of Germany's effort to implement inclusive schooling, an increasing number of students with special educational needs (SEN) attend general education classrooms jointly with students without SEN. While previous studies focused on the effects of inclusive schooling for students with SEN, less attention has been paid to potential consequences of inclusive schooling for students without SEN. We therefore analyzed various indicators of academic achievement (reading comprehension and listening comprehension in German, mathematics), indicators of school-related motivation (self-concept, enjoyment of learning, and boredom), and social integration, comparing these outcomes for students without SEN attending inclusive classrooms with SEN students vs. classrooms without SEN students. In addition, we examined the extent to which the findings varied across different types of SEN. Multi-level analyses of data from the IQB National Assessment Study 2011 that was carried out at the end of fourth grade showed that learning in classrooms together with SEN students was not associated with differential outcomes of children without SEN overall. However, there some results suggest that learning jointly with children with SEN in emotional and social development may be related negatively to some of the analyzed outcomes of children without SEN, yet the effect sizes were small. [ABSTRACT FROM AUTHOR]

This paper documents the theory-based development and testing of an instrument for the standardised recording of planning competences of prospective teachers in the subject of general education, on the basis of which the practical semester implemented in North Rhine-Westphalia in 2015 as part of the Master's programme will be evaluated with regard to the intended training of planning skills. Based on a framework model, which subdivides the instrument development into four central areas, the theoretical construct of lesson planning competence is first conceptualised in the form of a competence model. On the basis of an understanding of competence close to performance, operationalisation takes place in the form of quality standards, through which the skills of the test persons can be analytically reconstructed from the written processing of vignettes. An appropriate coding manual ensures the necessary objectivity and formulates rules for the awarding of points. A pilot study with 106 students was conducted to analyse the psyschometric quality of the instrument developed. A comparison of competing measurement models with methods of item response theory points to the advantages of one-dimensional modelling of focused competence. The results of a conducted Rasch analysis as well as the consideration of classical quality criteria also prove the model conformity of the developed quality standards as items of the test instrument and show that the measurement of the focused competence by the developed instrument can basically be realized objectively, reliably and validly. The practical use of the developed instrument for the intended effectiveness analysis of the practical semester, possibilities for further development as well as limitations are summarized and discussed. [ABSTRACT FROM AUTHOR]

Conversations with contemporary witnesses are considered to have a strong didactic potential for early historical learning. Empirical studies show that primary school children gain their knowledge of contemporary history primarily from family conversations and that they can be assumed to have conversations with contemporary witnesses. However, empirical studies have not yet taken a closer look at how exactly these conversations take place. The research presented here focuses on contemporary witness conversations between primary school children and people from the GDR and examines what the contemporary witnesses want to share with the children and how these intergen­erational communication situations are specifically structured. [ABSTRACT FROM AUTHOR]

The article discusses the idea of strengthening individual schools as a key feature of "new governance" in education. It emphasizes that decentralizing decision-making in schools leads to increased autonomy and responsibility. However, this also requires new forms of control and documentation of performance. The text emphasizes the importance of decentralization and individual adaptation for companies. The OECD supports education policies in addressing future challenges in the field of education. It suggests critically reflecting on the current governance policy and possibly concluding that the state's task of general education should not be squeezed into a business management concept. [Extracted from the article]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the teaching and learning of foreign languages in a professional context. Topics include the development of professional foreign language didactics in Germany to develop diagnostic tools for measuring language competence in German as a second language; and the balance between general education and vocational orientation in English lessons in vocational schools decline in vocational French lessons in Baden-Württemberg.

The aim of research was to examine how students in higher secondary education estimate the importance of visual arts subjects for the acquisition of general knowledge and the importance of visual arts for their future profession. The participants (N=605) were students in the third year of higher secondary education. Although the participants in the sample did not attach importance to visual arts for their future professions, they assessed that during their education, activities that necessitated working with their hands helped them in developing their memorization skills and the ability to learn other subjects.

The article "EDITORIAL: WERKEN" deals with the topic of "Werken" as part of art education or as a separate school subject. It is pointed out that "Werken" can be seen as either outdated or highly relevant, depending on the perspective. It is emphasized that creative craftsmanship corresponds to the fundamental mode of human practical activity and is culturally and anthropologically significant. "Werken" is considered as a response to the lack of skilled workers in the crafts industry and as an opportunity for children and adolescents to gain physical and intellectual experiences. The article examines various aspects of "Werken" as a school subject and emphasizes the importance of direct interaction with materials and craft traditions. Contributions to educational theory, technical education, and art education are also presented, shedding light on the topic from different perspectives. The article concludes with a discussion of the current state of the subject "Werken" in the German-speaking region and recommendations for teaching materials. [Extracted from the article]

How did the upper-secondary specialised school (SpS) establish itself as a school-based pathway to the universities of applied sciences in Switzerland? The sociology of conventions serves to analyse how actors justify and assess this type of school. The analysis of interviews and educational policy documents shows that the specialised school has been a recurring target of criticism from advocates of the VET system. It had to make compromises with the world of work to gain recognition as a pathway to the universities of applied sciences.

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)