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Die Kompetenz zur fachdidaktischen Forschung liegt bei den Pädagogischen Hochschulen, die in der Schweiz kein Promotions- und Habilitationsrecht haben. Forschende an diesen Hochschulen sind daher darauf angewiesen, an einem Fachdidaktiklehrstuhl ausserhalb ihres Arbeits- und Forschungsorts zu promovieren. Doch an Universitäten der deutschsprachigen Schweiz gibt es nur wenige und nur für vereinzelte Disziplinen Lehrstühle für Fachdidaktik. An universitären Hochschulen im Ausland, darunter auch Pädagogische Hochschulen, ist diese fachdidaktische Forschungskompetenz hingegen vorhanden. Dies führt dazu, dass das Promovieren im benachbarten Ausland attraktiv ist. Dabei kann grob zwischen individuellen und institutionalisierten Promotionspartnerschaften unterschieden werden. Insbesondere die institutionalisierten Promotionspartnerschaften bieten interessante Möglichkeiten, obwohl auch bei ihnen immer ein bedenkliches Abhängigkeitsverhältnis der Schweizer Pädagogischen Hochschule von der Hochschule im Ausland besteht., Beiträge zur Lehrerinnen- und Lehrerbildung: Zeitschrift zu Theorie und Praxis der Aus- und Weiterbildung von Lehrerinnen und Lehrern, vol. 41, no. 1, p. 48

Ist unser Bildungssystem ausreichend auf Krisen vorbereitet? Die COVID-19-Pandemie hat offengelegt, dass dies nur sehr bedingt der Fall ist. Komplexe Veränderungen der äußeren Bedingungen stellen Individuen und beziehungsreiche Systeme wie Bildungseinrichtungen vor die Herausforderung, sich schnell und effizient anzupassen. Die Fähigkeit, sich angesichts disruptiver oder kontinuierlicher Stressoren nicht nur zu erholen und in den ursprünglichen Zustand zurückzukehren, sondern daran zu wachsen oder sich weiterzuentwickeln, wird als Resilienz bezeichnet. Doch was genau zeichnet resiliente Individuen und ein resilientes Bildungssystem aus? Wie lässt sich die Resilienz des Bildungspersonals steigern und wie kann die Resilienz der Lernenden gestärkt werden? Der Aktionsrat Bildung beantwortet diese und weitere Fragen auf der Grundlage einer empirisch abgesicherten Bestandsaufnahme. Für die einzelnen Bildungsphasen wird aufgezeigt, welche Reformen wirksam dazu beitragen können, auch in Krisenzeiten gute Bildungsergebnisse zu erzielen. Der Aktionsrat Bildung leitet konkrete Handlungsempfehlungen ab und richtet diese an die politischen Entscheidungsträger. (DIPF/Orig.)

Over the past several decades, scholars have proposed a number of innovative approaches to bridging the research-practice divide. A relatively new approach involves the formation of research-practice partnerships (RPPs), long-term collaborations aimed at educational improvement and transformation through engagement with research, intentionally organized to connect diverse forms of expertise and to ensure that all partners have a say in the joint work. This paper develops the idea that RPPs have the potential to create sustainable change, if they are able to support the mutual learning of partners to change practice while continuously adapting to turbulent environments of schools. As an illustration, the paper describes the evolution of an RPP in Colorado (U.S.A.) from a relatively small group of people representing a university and school district focused on a single line of research to an ongoing enterprise linking multiple researchers and educators to multiple lines of work to transform science teaching and learning in the district. (DIPF/Orig.), In den vergangenen Jahrzehnten haben Forscher*innen zahlreiche innovative Vorschläge gemacht, wie die Kluft zwischen Wissenschaft und Praxis am besten zu überbrücken sei. Ein relativ neuer Ansatz zielt auf die Bildung von Wissenschaft-Praxis-Partnerschaften (RPPs), d. h. auf eine langfristige Zusammenarbeit, die unter Verwendung von Forschungsergebnissen zur Verbesserung und Veränderung des Bildungssystems beitragen soll; solche Partnerschaften werden ganz bewusst eingegangen, um unterschiedliche Formen von Expertise zusammenzubringen und sicherzustellen, dass alle Beteiligten ein Mitspracherecht haben. In diesem Beitrag wird die Vorstellung erläutert, dass RPPs das Potenzial besitzen, zu nachhaltigen Veränderungen beizutragen, wenn es ihnen gelingt, das wechselseitige Voneinander-Lernen zu unterstützen und die Schulpraxis permanent den turbulenten Rahmenbedingungen anzupassen. Zur Veranschaulichung wird die Entwicklung eines RPP in Colorado (U.S.A.) beschrieben: von einer relativ kleinen Gruppe von Vertreter*innen der Universität und des Schulbezirks, die sich einer bestimmten Forschungsfrage widmete, zu einer gut funktionierenden „Unternehmung“, die verschiedenste Forscher*innen und Pädagog*innen bei der Bearbeitung zahlreicher Anliegen zusammenbringt, um den Unterricht in den naturwissenschaftlichen Fächern im Schulbezirk zu verbessern. (DIPF/Orig.)

This paper introduces a partnership between researchers in Education Sciences and high school students and discusses the students’ perceptions of the effects of taking on the role of researchers in Education Sciences. These partnerships were established to develop a project in which high school students researched their school’s everyday life in collaboration with academic researchers. The partners are introduced, as well as the partnership and the steps for supporting the student researchers in developing their projects. Drawing on student voice literature, a qualitative evaluation of the students’ products and perspectives regarding their experiences as researchers pointed to the potential of these partnerships for the students’ engagement in discussions about educational trajectories and pathway choices with their peers, teachers and researchers. Moreover, the students’ perceptions indicate an improvement in their inquiry skills and valuing of research in Education Sciences. This paper adds to the existing literature on student voice in schools, by discussing processes to engage students as researchers of school issues and by highlighting the importance of student voice to early awareness and recognition of research in Education Sciences. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Portuguese Foundation for Science and Technology (FCT) and by the European Social Fund – Human Capital Operational Programme (POCH) from Portugal 2020 Programme –, in the framework of the contract established under the transitional rule of Decree Law 57/2016, amended by Law 57/2017. It was supported also by the Portuguese Government, through the FCT, under CIIE’s multi-annual funding [grants no. UID/CED/00167/2019, UIDB/00167/2020 and UIDP/00167/2020]. info:eu-repo/semantics/publishedVersion

This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multi-professional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called ‘Linguistically Sensitive Teaching in All Classrooms’ that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify ‘critical moments’ in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.

This study analyzes survey data from 423 parents at 6 high schools in Maryland--2 rural, 2 urban, and 2 suburban. Multiple regression analysis was used to explore the effects of the high schools' programs of partnership on parental attitudes and reports of involvement in their teens' learning both at home and at school. The findings show that parental attitudes toward school are positively influenced by schools' partnership programs. Further, the study suggests that different types of school practices result in different parental involvement behaviors. Specifically, parental reports of involvement at home are positively and significantly influenced by school practices that assist parenting and facilitate interactions with teens on learning activities at home. Similarly, parental reports of involvement at home are most strongly influenced by school practices to involve families. The results remain constant when controlling on family and student background characteristics such as race, gender, and academic performance, and on parental employment and educational background. It is concluded that high schools that develop strong programs of partnership that include practices for different types of involvement are likely to improve parental attitudes toward the school and encourage greater family involvement at school and at home.

Partnerships between schools and non-governmental organizations (NGOs) are common in extended education providing students broader choices in after-school programing. This article explores how collaboration between educators teaching in after-school clubs and an international human rights NGO, Invisible Children, mobilized student activism across the United States in middle schools, high schools and on junior college campuses. This study suggests that collaboration between teachers in and out-of-school time (OST) with one or more NGOs produced insights in three categories: 1) teachers’ perceptions about student sociopolitical consciousness (SPC), 2) teacher pedagogy and praxis, and 3) student leadership and activism. The results pose opportunities to conduct further research on: 1) the impact of a mutually reinforcing process of teacher and student activism, 2) benefits and constraints of NGO collaboration within schools, and 3) emergence of global citizenship education for sustainable social change. Keywords: After-school, student activism, global citizenship, youth development ----- Bibl iography: Golestani, Chitra: Social Activism and Extended Education, IJREE, Vol. 4, Issue 2-2016, pp. 110-127. https://doi.org/10.3224/ijree.v4i2.25784

Resumen En el marco de agenda educativa global, las alianzas-público-privadas (como especialmente las escuelas chárter) son reformas con creciente prestigio académico y popularidad política. Supuestamente, y según sus promotores, estas reformas son consideradas una solución costo-eficiente. Existen dos aspectos de las escuelas chárter que han recibido poco interés académico: la gestión del profesorado y la adquisición de recursos. El objetivo de este artículo es subsanar este vacío a través del estudio de caso del programa chárter Colegios en Concesión (CEC, activo en Bogotá desde 1999). Los CEC son particularmente relevantes, ya que Colombia es uno de los países latinoamericanos que ha experimentado más enérgicamente con las APP; además, los CEC han recibido una gran atención académica, política, y mediática, muy especialmente de los organismos internacionales; así pues, los CEC se han convertido en un modelo paradigmático del programa chárter. Los resultados de este artículo permiten identificar las estrategias económicas de los CEC bogotanos, que incluyen el empeoramiento sistemático de las condiciones laborales del profesorado, y nuevas estrategias de adquisición de recursos adicionales; ambos hallazgos problematizan la supuesta ventaja comparativa y costo-eficiencia, tanto de los CEC bogotanos como también del programa chárter en general. Abstract In the context of global educational agenda, public-private alliances (particularly charter schools) are reforms with a growing academic prestige and political popularity. Supposedly, and according to their promoters, these reforms are considered to be a cost-efficient solution. There are two aspects of charter schools that have received less academic interest: the management of the teaching staff and the acquisition of resources. The purpose of this paper is to fill this gap through the case study of the “Concession School” (CEC) charter program, active in Bogotá since 1999. CECs are particularly relevant, since Colombia is one of the Latin American countries that have experimented most energetically with APP; moreover, CECs have received a great academic, political, and media attention, particularly from international organizations; as such, CECs have become a paradigmatic model of the charter program. The results of this paper allow us to identify the economic strategies of CECs in Bogotá, which include the systematic worsening of the teachers’ working conditions, and new strategies for acquisition of additional resources, both findings problematize the supposed comparative advantage and cost-efficiency, both of the CECs in Bogota as well as the charter program in general. Resumo No marco da agenda educacional global, as alianças público-particulares (como, especialmente, as escolas charter) são reformas com crescente prestígio acadêmico e popularidade política. Aparentemente, segundo seus promotores, estas reformas oferecem uma solução custoeficiente. Existem dois aspectos das escolas charter que tem recebido pouco interesse acadêmico: a gestão do professorado e a aquisição de recursos. O objetivo deste artigo é remediar esse vazio através do estudo de caso do programa charter Colégios em Concessão (CEC, ativo em Bogotá desde 1999). Os CEC são relevantes, pois a Colômbia é um dos países latino-americanos que tem experimentado mais energicamente com as APP; além disso, os CEC receberam muita atenção acadêmica, política e midiática, especialmente dos organismos internacionais. Assim, os CEC viraram um modelo paradigmático do programa charter. As descobertas deste artigo permitem identificar as estratégias econômicas dos CEC bogotanos, que incluem a deterioração sistemática das condições de trabalho do professorado e novas estratégias de aquisição de recursos adicionais. As duas descobertas problematizam a suposta vantagem comparativa e custo-eficiência, tanto dos CEC bogotanos quanto do programa charter em geral.

En el marco de agenda educativa global, las alianzas-público-privadas (como especialmente las escuelas chárter) son reformas con creciente prestigio académico y popularidad política. Supuestamente, y según sus promotores, estas reformas son consideradas una solución costo-eficiente. Existen dos aspectos de las escuelas chárter que han recibido poco interés académico: la gestión del profesorado y la adquisición de recursos. El objetivo de este artículo es subsanar este vacío a través del estudio de caso del programa chárter Colegios en Concesión (CEC, activo en Bogotá desde 1999). Los CEC son particularmente relevantes, ya que Colombia es uno de los países latinoamericanos que ha experimentado más enérgicamente con las APP; además, los CEC han recibido una gran atención académica, política, y mediática, muy especialmente de los organismos internacionales; así pues, los CEC se han convertido en un modelo paradigmático del programa chárter. Los resultados de este artículo permiten identificar las estrategias económicas de los CEC bogotanos, que incluyen el empeoramiento sistemático de las condiciones laborales del profesorado, y nuevas estrategias de adquisición de recursos adicionales; ambos hallazgos problematizan la supuesta ventaja comparativa y costo-eficiencia, tanto de los CEC bogotanos como también del programa chárter en general. In the context of global educational agenda, public-private alliances (particularly charter schools) are reforms with a growing academic prestige and political popularity. Supposedly, and according to their promoters, these reforms are considered to be a cost-efficient solution. There are two aspects of charter schools that have received less academic interest: the management of the teaching staff and the acquisition of resources. The purpose of this paper is to fill this gap through the case study of the "Concession School" (cec) charter program, active in Bogotá since 1999. cecs are particularly relevant, since Colombia is one of the Latin American countries that have experimented most energetically with app; moreover, cecs have received a great academic, political, and media attention, particularly from international organizations; as such, cecs have become a paradigmatic model of the charter program. The results of this paper allow us to identify the economic strategies of cecs in Bogotá, which include the systematic worsening of the teachers' working conditions, and new strategies for acquisition of additional resources, both findings problema-tize the supposed comparative advantage and cost-efficiency, both of the cecs in Bogota as well as the charter program in general.

Research focused on schools and community development promote a community-based leadership in order to generate school, family and community partnerships. The authors respond critically to current educational reforms and trends in leadership and management roles centered mainly on intraorganizational and instructional aspects. By identifying cases of external programs or self-managed experiences in which school leadership focuses on building relationships, practices and their impacts, both intra-and extra-organizational, this review of 25 publications examines the main features of these initiatives, with emphasis on their purpose and effects. It is noted that partnerships between schoolsfamily-community can claim to positively influence specific school goals, broader educational goals or communities assuming that the involvement of the people and resources of the environment can help the overall development of students, particularly those who are in disadvantaged positions within educational systems. As for the effects of such alliances, results are encouraging in terms of the positive perception of participants in the multiple studies, but emergent in terms of specific educational indicators. Las investigaciones con foco en escuelas y desarrollo comuntario promueven un liderazgo basado en la comunidad cuya finalidad es generar alianzas entre los establecimientos, las familias y comunidades. Respondiendo críticamente a las actuales reformas educativas y cambios en los roles directivos y de liderazgo, centradas mayormente en aspectos intraorganizacionales e instruccionales, los autores afines a este enfoque, identifican casos de programas externos o experiencias autogestionadas en que el ejercicio del liderazgo escolar está enfocado en generar relaciones, prácticas e impactos tanto intra como extraescolares. En este artículo, mediante una revisión y lectura sistemática de 25 publicaciones de formato digital, se ahonda en las principales características de este tipo de iniciativas, con énfasis en su finalidad y efectos. Se constata que las alianzas entre escuelas-familia-comunidad pueden pretender influir positivamente en metas escolares específicas, en objetivos educativos más amplios o en las comunidades, siempre bajo el supuesto que el involucramiento de las personas y recursos del entorno pueden ayudar al desarrollo integral de los estudiantes, particularmente aquellos que se encuentran en posiciones desaventajadas dentro de los sistemas educativos. En cuanto a los efectos de este tipo de alianzas, se diagnostica que los resultados son alentadores en cuanto a la positiva percepción por parte de los involucrados, pero incipientes en relación a indicadores educativos específicos, presentándose una oportunidad para futuros investigadores.

In September 2015, the Institute of Museum and Library Services (IMLS) awarded the Council on Library and Information Resources (CLIR) a grant to investigate the early impacts of the National Digital Stewardship Residency (NDSR) programs, in order to inform subsequent development of similar programs by others with a vested interest in building professional capacity to preserve digital information. “Keepers of Our Digital Future” provides a formative evaluation of the early residencies, based on surveys and interviews with NDSR participants and supervisors from the Washington, D.C., New York, and Boston programs. The authors offer a series of findings and recommendations for future programs, noting that as the model is reproduced, there is a greater need for national-level coordination and communication across programs. The following are appended: (1) Study Design and Methodology; (2) Summary and Comparison of NDSR Assessments; (3) Survey Instruments; (4) Interview and Site Visit Protocols; (5) Interview and Site Visit Participants; and (6) NDSR Advisory Board Members. [This report was written with the assistance of Samantha DeWitt, Christa Williford, and Alice Bishop. The foreword was written by Abby Smith Rumsey.]

This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

“A community school aims at ameliorating the broad development of all children and youngsters by supporting and/or creating a broad learning and living environment in which children and youngsters can gain a wide range of learning and living experiences. In order to achieve this goal, a broad network is established between organizations and authorities from the various sectors, that jointly shape and support the learning/living of children and youngsters.“(Joos & Ernalsteen, 2010; Joos, Ernalsteen, Lanssens, & Engels, 2006). Community schools invest in a broad living and learning environment in order to maximize opportunities for children and youngsters. The focus is not only what is going on at school, during school hours, but also on connecting different systems (family, neighborhood,…). This is considered critical in reducing and eliminating the achievement gap between children from different social backgrounds and in creating more opportunities for children. In Brussels, 28 community schools are funded by the Flemish Community Commission (Vlaamse Gemeenschapscommissie) and the Government of Flanders (Vlaamse Overheid). These schools are located mainly in deprived neighborhoods. As this policy started in 2012, the question about ‘impact’ of these community schools is raised by the funding government. In January 2015 this research project started. In this paper we will discuss the methodological options taken. Community schools operate in a complex social field. To analyze the impact, several aspects have to be taken into account. In our research we use theory driven evaluation, that starts from implicit and explicit assumptions of stakeholders about what action is required to ameliorate children’s opportunities (Chen, 2005) and a mixed method design. We will discuss the research process and choices with reference to evaluation research on community schools in the Netherlands (Kruiter, Fettelaar, Beekhoven, & e.a., 2013) and the United Kingdom (Cummings et al., 2007; Cummings, Dyson, & Todd, 2011).

Dit boekje is het vijfde in onze Brede Schoolreeks en zoomt in op hoe Brede Scholen een partnerschap met ouders kunnen aangaan. Brede Scholen zetten in op het maximaliseren van ontwikkelingskansen van kinderen en jongeren, ouders zijn daarbij belangrijke partners. Aan de hand van het referentiekader Brede School illustreren we met tal van praktijkvoorbeelden hoe Brede Scholen een partnerschap met ouders vorm kunnen geven. Als extra zijn enkele methodieken opgenomen die inspirerend kunnen werken om vergaderingen/overleg vorm te geven.

War and social transition in Croatia have increased unemployment and rates of substance abuse. A decrease in prevention programs places adolescents at an increased risk. Data collected from the 2002 Split Youth Behavior Risk Survey (YRBS) showed that adolescents are at risk for alcohol use and related problems. Thus, there is a need to strengthen primary and secondary prevention activities to empower adolescents and counteract negative societal change. A public health partnership between the University of Medicine and Dentistry of New Jersey-School of Public Health (UMDNJ-SPH) and Split, Croatia was formed in 2001. Adolescent alcohol prevention was identified as our focus and Project Northland, a model U.S. program, was selected. A strong network of NGOs and government officials support the project. Qualitative evaluation showed strong parent, teacher, and student satisfaction. Preliminary analysis shows a heightened awareness on the part of students that will likely contribute to the overall success of the program.

En este artículo se presenta un modelo de análisis de las relaciones entre docentes y familias basada en cuatro elementos: a) La metáfora de la escuela como país; b) El análisis crítico de los modelos actuales de relaciones entre escuela y progenitores de los alumnos; c) La centralidad de las desigualdades y la lucha contra el fracaso escolar en el análisis de este ámbito educativo; y d) La creciente relevancia, contrastada internacionalmente, de la relación entre cómo se dan los vínculos entre escuela y familia y los resultados académicos de los alumnos/as. Así, el modelo propuesto, resitúa las relaciones entre docentes y familias en el centro de la tarea cotidiana del maestro/a y de su identidad docente. Y lo hace con una propuesta basada en: la inclusión de todas las familias; en la centralidad de un buen vínculo con todas ellas; en la lucha contra la reproducción de las desigualdades sociales; y por el éxito escolar de todo el alumnado. Esta propuesta se fundamenta en la responsabilidad y la capacidad docente en ese envite, así como en el modelo de la corresponsabilidad educativa en la relación con todas las familias., The article analyzes the relationship between teachers and families in terms of four elements: a) the metaphor of school as country; b) a critical analysis of the current models of school-parent relationships; c) the importance of inequalities and the struggle against school failure in this aspect of education; and d) the growing, internationally verified relevance of the relationship between school, family and students’ academic results. The suggested perspective, restores the relationship between teachers and families at the heart of the teacher’s daily routines and educational identity. This is achieved through a proposal based on the inclusion of all families, the importance of strong bonds among them in the struggle against social inequalities and in favor of success at school for all students, and teachers’ responsibilities and skills as well as the joint educational responsibility model of relationships with all families., Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

In Flanders the following framework on community schools (the term “broad schools” is used) is developed in 2010, based on international literature and three year pilot project funding (Joos & Ernalsteen, 2010; Joos, Ernalsteen, et al, 2006): “A community school aims at ameliorating the broad development of all children and youngsters by supporting and/or creating a broad learning and living environment in which children and youngsters can gain a wide range of learning and living experiences. In order to achieve this goal, a broad network is established between organizations and authorities form the various sectors that jointly shape and support the learning and living of children and youngsters.” In this paper presentation we examine the way community schools use the broader environment for learning.

Beiträge zur Lehrerbildung 29 (2011) 1, S. 93-99, Seit bald einem Jahrzehnt besteht eine Partnerschaft zwischen der Pädagogischen Hochschule in Chur und dem Institut für die Ausbildung von Primarschullehrpersonen in Tanger/Marokko. Im Beitrag wird der Werdegang der Partnerschaft nachgezeichnet und die Entwicklung hin zu einem auf Reziprozität angelegten Austausch aufgezeigt. Im Zentrum steht die Frage, welche Ziele eine solche Zusammenarbeit über Kulturgrenzen hinweg anstreben kann und welche Art von Resultaten die Absolventinnen und Absolventen der beiden involvierten Institutionen erwarten können., For almost a decade, the teacher education institutions PHGR und CFI Tanger have maintained a school partnership. This article traces the development of this partnership and shows its development towards an exchange program that is based on reciprocity. The focus is set on questions as to which target can be aimed by such cooperation across cultural boundaries, and which kinds of results can be expected by diploma holders of both schools.

Beiträge zur Lehrerbildung 29 (2011) 1, S. 87-92, Seit 2004 führt das Institut für internationale Zusammenarbeit in Bildungsfragen (IZB) das Spezialisierungsstudium Pädagogische Entwicklungszusammenarbeit (SPPE) in der Ausbildung der Pädagogischen Hochschule Zentralschweiz (PHZ) durch. In diesem Beitrag werden die Lern- und Kompetenzfelder, die sich aus dem SPPE für den Lehrberuf ableiten lassen, näher beleuchtet. Evaluationen einzelner SPPE-Module, studentische Berichte zu ihren Projekteinsätzen in Entwicklungs- und Transitionsländern sowie der Austausch mit Partnerorganisationen und -schulen der besuchten Bildungsprojekte zeigen hauptsächlich vier zentrale Lern- und Kompetenzfelder des SPPE auf, die für das Kompetenzprofil von Lehrpersonen nützlich sein können: (1) Fachliche Vertiefung (Wissenserweiterung) in pädagogischer Entwicklungszusammenarbeit, (2) Perspektivenwechsel einüben, (3) interkulturelle Kompetenzen erweitern und (4) Rollenbewusstsein entwickeln., Since 2004, the Institute for International Cooperation in Education (IZB) has been offering a specialisation course in International Cooperation in Education (SPPE) for students at the University of Teacher Education Central Switzerland (PHZ). This article focuses on the fields of learning and competence of this course which contribute to the teacher competency profile. The evaluation of its modules, students’ reports and reflections on their project assignments in developing and transition countries as well as the exchange with partner organisations and schools of the education projects visited emphasise in particular four of its crucial fields of learning and competence, which could be useful for the teacher competency profile: (1) an in-depth knowledge of international cooperation in education, (2) an increase in cross-cultural competences, (3) a change of perspective, and (4) a development of role awareness.

AusAID SPHERE Trust Fund The Philippines has one of the largest public-private partnership programs in education in the world, serving more than 567,500 students who represent almost 9 percent of the 6.5 million high school students in 2009. The Government of the Philippines explicitly recognizes the complementary roles played by public and private schools in the education system. The Education Service Contracting (ESC) program aims to increase access to quality basic education at the secondary level by extending financial assistance from the public budget to 'poor but deserving' elementary school graduates to attend private high schools that have contracted with the government. The ESC program improves school quality, relieves congestion in public high schools, maintains the financial viability of private secondary schools (more than one-third of private secondary school enrollments are supported by the program), keeps the overall costs of public secondary education in check, and encourages households to invest in education.