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The discussion paper "Institutionalization of Teacher Education" was developed within the framework of the QLB-Camp and aims to establish institutional standards for teacher education in central scientific institutions. There are no institutional standards for teacher education in Germany, and the diversity of teacher education leads to problems and challenges. The Quality Initiative for Teacher Education has brought about positive changes, but there is uncertainty about how the created structures can be sustained and legally secured. The text describes various key points for the institutionalization of teacher education, including anchoring it in state higher education laws and promoting scholars in subject didactics and educational sciences. Teacher education institutions should regularly evaluate their measures and the development of teacher education students. [Extracted from the article]

The institutional status of teacher educationwithin universities is in many countries limited by a number of structural "constraints" (Clark 1999). After discussing the status and development of institutionalization of teacher education (TEd) in Germany, the "Qualitätsoffensive Lehrerbildung" (QLB), a national programme for quality improvement in teacher education, is briefly explained which aims not least at "profiling and optimizing the structures of TEd at universities". An important strategic element of many QLB projects are Schools of Education or Centres for TEd, i. e. "cross-sectional structures" which are meant to overcome the traditional "pillar-like" structural layout of TEd in German universities and to create a place within the university at which the concerns of TEd are primarily attended to. The argument of the paper is based on quantitative and qualitative longitudinal data collected in the context of the QLB programme evaluation and discusses the current and potential contributions of Schools of Education for the institutional status of TEd in German universities. Data show that institutional attention for TEd has increased, that organisational structures for TEd have been built up or strengthened, and that collaboration between various actors, disciplines, and phases of TEd has been intensified. However, institutionalisation of TEd in German universities is still hugely diverse. The sustainability of the gains achieved through the QLB may necessitate focused attention on maintenance of these forms of institutionalisation and additional regulative efforts on the state and university level. [ABSTRACT FROM AUTHOR]

Compared to other Central European education systems, Germany has a markedly unequal distribution of educational opportunities. This creates a market for supplementary offers from the non-formal sector, which are more or less closely linked to formal schools within a framework of cooperation in order to support disadvantaged groups. This paper analyses the interface between the formal and nonformal education sector based on interviews with organizers and teachers. In doing so, it contributes to the understanding of the role of non-formal actors in the formal system. [ABSTRACT FROM AUTHOR]

In this paper, the thesis is unfolded that the concept of amigration society offers the chance of a new approach to Holocaust education in Germany ; by considering biographical affiliations in a reflexive manner, decisions of learners in favor of amemory of democracy will be discussed. From youth to adult age, the focus shifts from an authentic to a representative approach to the topic of the Holocaust, while at the same time institutions form a network of learning locations. I will unfold this thesis in three parts: Part 1 deals with the phenomenon of migration in its general and historical characteristics; part 2 is dedicated to historical events combined with reflecting on structures of [ABSTRACT FROM AUTHOR]