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The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank, Gaza, and Jordan by a year's worth of learning. This study was undertaken to better understand the reasons for success at UNRWA schools and their positive variation from comparable public schools. Econometric techniques were used to analyze international (TIMSS and Programme for International Student Assessment, or PISA) and national learning achievement data. Pedagogical practices and classroom time-on-task were observed using structured methods (Stallings model). Systems Approach for Better Education Results (SABER) tools were used to better understand the policies and implementation strategies for school and teacher management and for monitoring and evaluation. Additionally, qualitative data were collected and analyzed in line with an education resilience conceptual framework to better uncover factors that help students develop the skills to learn despite the adversities they face.

This document presents policy recommendations related to the use of learning analytics and educational data mining from three LACE workshops.

This document presents policy recommendations related to the use of learning analytics and educational data mining from three LACE workshops.

This document presents policy recommendations related to the use of learning analytics and educational data mining from three LACE workshops.

This paper presents evidence from the first three years of a randomized controlled trial of a government-administered pilot teacher performance pay program in Punjab, Pakistan. The program offers yearly cash bonuses to teachers in a sample of public primary schools with the lowest mean student exam scores in the province. Bonuses are linked to three school-level indicators: the gain in student exam scores, the gain in school enrollment, and the level of student exam participation. Bonus receipt and size are also randomly assigned across schools according to whether or not the teacher is the school’s head. On average, the program increases school enrollment by 4.1 percent and student exam participation rates by 3.4 percentage points, both in the third year. The analysis does not find that the program increases student exam scores in any year. Mean impacts are similar across program variants. The positive mean impact on school enrollment is mainly seen in urban schools and the positive mean impact on student exam participation rates is only seen in rural schools.

This paper defines economic inclusion as the ability of all people, including the disadvantaged, to share in economic gains, that is, the conditions that allow for broadly shared prosperity. Beyond the “right” to access consumption in cities, and beyond relatively standardized safety net policies that support economic security, inclusion demands intentional, flexible, context-appropriate strategies aimed at shifting the dynamics of local land and labor markets, public education, and other institutions. The paper analyzes the varied contexts for designing and supporting such strategies in a rapidly changing society, where urban regions have long been critical to incorporating a broad cross-section of people, including immigrant newcomers. Four dimensions are particularly crucial: an urban area’s level of economic growth, the quality of its jobs, its demographic profile, and its geography of opportunity (degree and form of spatial inequality). Economic inclusion is particularly urgent in America’s strongest local markets, which are pricing out the lowest-wage workers and showing a disturbing tendency to import rather than grow the talent needed for the emerging, innovation-driven economy. But weak-market regions face important challenges—and a range of options for leveraging demographic and other changes—as well. And for now, in all types of cities, innovative and promising strategies remain small in scale, in part because they are competing for support with entrenched, underperforming systems.

Countries throughout Latin America and the Caribbean are reforming their education systems with the view of adding more hours to the school day. This paper examines the existing evidence on the relationship between instructional time and student learning, and reviews 15 studies measuring the effects of longer school days. It draws on examples throughout the region to characterize differences in the implementation of extended school day programs, and provides one detailed case study and cost-effectiveness exercise (for Uruguay). While the evidence suggests positive impacts across a range of outcome variables, including gains in student learning, reductions in repetition and dropout, and reductions in teenage pregnancy, there is considerable heterogeneity across programs and studies. Even using the most optimistic impact estimates, a cost-effectiveness exercise suggests that there are likely many more cost-effective reforms to achieve similar effects. The paper concludes with a discussion of the implications for policy makers and practitioners considering an extension of the school day.

This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.

Facing the prospects of rapid aging and demographic decline over the coming decades, Hungary needs a highly skilled workforce to help generate the productivity growth that it needs to continue fueling a convergence of its living standards with those of its West European neighbors. Skilling up Hungary’s workforce should start by equipping youth with the right cognitive and social-emotional foundation skills. International research has identified three dimensions of skills that matter for good employment outcomes and economic growth: cognitive skills, such as literacy, numeracy, creative and critical thinking, and problem-solving; social-emotional skills and behavioral traits, such as conscientiousness, grit, and openness to experience; and job- or occupation-specific technical skills, such as the ability to work as an engineer. Hungary can do significantly better in preparing its next generation with the right cognitive foundation skills. This report focuses on cognitive skills and examines results for Hungary from the program for international student assessment (PISA), which assesses the mathematics, reading, and science competencies of 15-year-olds. This report lays out a policy agenda consisting of two parallel elements: first, improving socioeconomic conditions for children and youth in general and in school through policies targeted to the poor and disadvantaged such as welfare and employment policies for parents and education support for children. Second, promoting equity and reducing socioeconomic segregation in basic education through inclusive education policies.

Master i flerkulturell og internasjonal utdanning The aim of this study is to investigate the narrations of past and present among students and professors of social science and history at an Israeli university in Jerusalem. Moreover, the goal is to address the perceived effect and value of encounters between Palestinian and Israeli youth on the university campus. The fieldwork was conducted in Palestine and Israel from August to October 2014. During the fieldwork, 15 semi-structured interviews were carried out with 17 informants – 14 students and 3 professors. This study suggests that the school system has the ability to influence relations between conflicting parts in negative and positive ways. The study further argues that history teaching effects the construction of Palestinian and Israeli social identities, and can thus inflame the conflict by presenting negative and biased images of the other group. Psychological barriers among individuals in Israel and Palestine are crucial for the understanding of the deep-rooted mechanisms in the Israeli-Palestinian conflict. By offering different, and multiple narratives of Israel and Palestine, the school system and the academia have the potential to play a vital role in the achieving sustainable solution to the conflict. Findings of the study indicate that the university to a larger extent than primary education presents a variety of narratives of the Israeli and Palestinian past and present. Findings further show that the university avoids presentations of contested political issues. Thus, this seems to be an obstacle and challenge concerning the presence of the Palestinian narrative. The majority of the informants said that the university represented the first time when they could interact with members of the other group in an everyday setting. The study suggests that the encounters between Israeli and Palestinian students at the university can lead to an adjustment of prejudices and negative images of the other. Experiences from a dialogue group for Israeli and Palestinian students organised by the university, show that the university have the potential enabling fruitful encounters between the two groups. Essential for positive outcomes of dialogue seems to be that discrepancies in power relations and social barriers are addressed and discussed during the encounters. However, the dialogue group at the university represent the exceptions rather than the rule at the university. This study argues that the university has the potential to do more to reduce psychological barriers in the conflictual terrain between Israeli and Palestinian students.

El art��culo propone una agenda de "cuestiones educativas" orientada a la reconstitución del lazo entre educación y democracia después de las reformas implementadas en los años 90. Construye previamente un estado de situación caracterizado por la presencia de tres procesos: a. un proceso de des-institucionalización escolar que se expresa tanto en la dificultad de la escuela para sostener un marco normativo sancionado socialmente, como en la crisis de identidad por la que atraviesan las instituciones; b. un proceso de fragmentación del sistema educativo que se diferencia de la tradicional segmentación de los sistemas; c. el agotamiento del instrumental teórico-conceptual con el que tradicionalmente nos hemos propuesto organizar y dar sentido a los fenómenos de la realidad. En este marco el artículo propone: 1. discutir los limites de la modernidad educativa en países periféricos como el nuestro y, en este marco, los de la pedagogía moderna para superar las problemáticas de discriminación y exclusión educativa; 2. rediscutir el concepto de ciudadanía y el papel de la escuela en la formación ciudadana; 3. repensar y discutir el papel del conocimiento y la investigación en la modificación de las practicas políticas y pedagógicas.This article proposes an agenda on "educational matters" which is meant for binding afair education to democracy after the reforms carried out in the 90's. First it describes the current state which is characterized by three processes: a. a school deinstitutionalization process which is expressed both in terms of the difficulty to keep a socially-sanctioned normative framework, and the identity crisis the institutions currently go through; b. a fragmentation process of the educational system which is different from the traditional segmentation of the systems; c. the wearing out of the theoretical and conceptual instruments on which we have been traditionally supposed to rely for organizing and making sense out of reality's phenomena. On this framework the article proposes: 1. to discuss the limits of educational modernity in peripheral countries such as ours and, in this context, those of modern pedagogy in order to deal successfully with discrimination and educational; 2. to review the concept of citizenship as well as the role ascribed to school in the shaping of citizenship; 3. a second thought and discussion on the role of knowledge and research in changing the practices in politics and pedagogy.

As Dubai has grown over the last two decades, the demand for private education has grown with it, a reflection of the number of expatriates settling in the city. Today, 88 percent of all students attend private schools. The surge in demand over this period had in fact been so significant that authorities, recognizing the need to establish a specific governmental entity to oversee the sector s expansion, moved to create the Knowledge and Human Development Authority (KHDA) in 2007. Given the city-state s unique context (in which a majority of the population are expatriates, not Emiratis), the immediate challenge for this new public institution was to identify an appropriate approach for regulating a private education sector. The main objective of the present review is to understand what has motivated KHDA s policy initiatives, what principles have guided design, how they were operationalized, and how they function in real life situations today. In what follows, we look first at the broader context of the issue by giving a brief overview of: (i) the growth of private sector education; and (ii) the rise of public governance reform initiatives in the global education policy agenda. The authors then turn to the case of Dubai: the authors present the argument in the road not traveled before reviewing how that policy framework was translated into its present institutional configuration in Dubai through the development of the institutions that came into being. The authors then reflect on the policy framework in operation, showing how the constituent components function together. The authors end by suggesting some options on potential ways forward that will further enhance the system.

This report presents results of the application of SABER teachers in Papua New Guinea. It describes Papua New Guinea’s performance in each of the eight teacher policy goals, alongside comparative information on education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teachers policies of the education systems of Papua New Guinea and other education systems can be found on the SABER-teachers website.

This report presents results of the application of the SABER-teachers tool in Solomon Islands. It describes the performance of Solomon Islands’ education system in achieving each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in the SABER-Teachers initiative. Additional detailed descriptive information on the teacher policies of the education systems of Solomon Islands and other countries can be found on the SABER-teachers website.

This report presents results of the application of SABER teachers in Samoa. It describes Samoa’s performance with respect to each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teacher policies of the education systems of Samoa and other countries can be found on the SABER-teachers website.

La question du traitement de la diversité culturelle dans les politiques éducatives en France a longtemps été inexistante devant l’exigence républicaine d’une culture commune basée sur la citoyenneté nationale et le principe d’égalité. À partir d’une présentation sociohistorique (1970-2010), cet article montre comment et dans quels contextes le sanctuaire scolaire s’est progressivement ouvert sur le monde réel, pour prendre en considération et mieux accueillir la diversité des cultures qui façonnent la société française. Il témoigne d’une progression non linéaire, soumise à des conjonctures politiques liées à des évènements sociétaux, où les principes républicains sont réaffirmés, à commencer par la laïcité et la citoyenneté. The question of the treatment of cultural diversity in educational policies in France has long been lacking due to the republican requirements of a common culture based on national citizenship and the principal of equality. Using a socio-historical presentation (1970-2010), this article shows how and in which contexts the sanctuary of school is starting to open up to the real world, taking into consideration and better accommodating the cultural diversity which shapes French society. It shows non-linear progression, subject to political trends linked to societal events where republican principals are reaffirmed, not least secularism and citizenship. El tema del trato de la diversidad cultural en las políticas educativas en Francia ha sido durante mucho tiempo algo inexistente ante la exigencia republicana de una cultura común basada en la ciudadanía nacional y en el principio de igualdad. A partir de una presentación sociohistórica (1970-2010), el presente artículo muestra cómo y en qué contextos el santuario escolar se ha abierto paulatinamente al mundo real para tomar en consideración y acoger mejor a la diversidad de las culturas que constituyen la sociedad francesa. Atestigua que existe una progresión no linear, sometida a coyunturas políticas vinculadas con acontecimientos sociales en los que se reafirman los principios republicanos, ante todo la laicidad y la ciudadanía.

L’enseignement primaire malaisien était morcelé pendant la période coloniale sur des bases ethniques. De nos jours, il l’est en fonction de la langue d’enseignement : les écoles nationales accueillent les Malaisiens pour les scolariser en malais et proposent parfois un enseignement de la langue d’origine. Parallèlement, on trouve des écoles primaires à vernaculaire chinois ou tamoul. Le résultat en est une partition de la société en trois communautés évoluant pratiquement indépendamment les unes des autres. Le gouvernement a mis en place les Vision Schools regroupant sur une même implantation des écoles de types différents afin de remédier à ce clivage. Malaysian primary education was split along ethnic lines during the colonial period. Nowadays, it is based on the language of instruction : state schools teach Malaysians in Malay and sometimes offer teaching in the native language. In addition, there are Chinese and Tamil primary schools. This results in society being divided into three separate communities largely operating independently from one another. The government has introduced Vision Schools bringing together schools of different types on the same site to try to address this division. Durante el periodo colonial, la enseñanza primaria malasia se dividía a partir de fronteras étnicas. Hoy en día, lo sigue siendo en función de la lengua de enseñanza : las escuelas nacionales acogen a los Malasios para escolarizarles en malayo y proponen a veces un curso sobre la lengua de origen de los alumnos. De modo paralelo, se puede encontrar escuelas primarias con lenguas vernáculas como el chino o el tamil. El resultado de tal organización es una partición de la sociedad en tres comunidades que evolucionan prácticamente de modo independiente las unas de las otras. El gobierno instauró las Vision Schools que agrupan en una misma implantación escuelas de tipos diferentes para remediar esta separación.

Este artigo apresenta os resultados da pesquisa que investigou as repercussões que a organização da escolaridade em ciclos introduziu nas escolas e nas práticas dos professores no exercício de sua profissão. O estudo sustenta que a experiência dos ciclos conforma a escola dentro de uma nova lógica. Argumenta que as mudanças para um real funcionamento da escola em sistema ciclado entram em conflito com a cultura da escola, cuja concepção de escolarização e de tempo e espaço escolares coadunam com a lógica da escola seriada. A mudança faz que a escola transforme-se em um espaço de tensão e conflito. Para tecer tais argumentos, a pesquisa compreendeu: uma análise documental e revisão de literatura; o exame de questionários contextuais dos professores do Sistema Nacional de Avaliação do ensino Básico - Saeb - 2001, que procurou contemplar uma perspectiva macro da questão dos ciclos nacionalmente; uma abordagem qualitativa. Esta última implicou a realização de trabalho de campo com observações, entrevistas e aplicação de questionário em uma unidade escolar da rede de ensino público de Niterói, Rio de Janeiro, cuja organização das escolas compreende quatro ciclos ao longo dos nove anos do ensino fundamental. Results of a study on the repercussion of the experience of cycles on school organization and teacher's practices show that this experience sets school under a new logic. This article argues that the good performance of the cycled system requires changes which conflict with the school culture, the conception of time and space embedded in the serial school logic. The introduction of cycles transform the school into a space of tension and conflict. The study included a documental analysis and a review of the literature, a quantitative approach of the issue of cycles at national level through the assessment of background questionnaires by teachers at Saeb 2001 and a qualitative approach, fieldwork by means of observation, interviews and questionnaire in a public school in Niteroi, Rio de Janeiro, whose organization comprises four cycles throughout the nine years of middle school.

Diplomska naloga govori o meščanski šoli na Slovenskem. V prvem delu naloge je tako predstavljen razvoj meščanske šole od časa avstro-ogrske monarhije do konca druge svetovne vojne, ko so meščansko šolo pri nas ukinili. Drugi del naloge se osredotoča na prikaz razvoja Meščanske šole Ptuj. Cilji diplomske naloge so tako ovrednotiti pomen meščanske šole v takratnih šolskih sistemih, predstaviti razmišljanja nekaterih pomembnih takratnih pedagogov o pomenu meščanske šole za takratno izobraževanje ter orisati in ovrednotiti pomen Meščanske šole Ptuj za izobraževanje mladine na Ptuju in v okolici. Večji del naloge temelji na primarnih virih iz zgodovinskih arhivov, ki bralcu omogočajo poglobljeno predstavo razvoja meščanske šole ter šolstva na Slovenskem v času avstro-ogrske monarhije in obdobja med obema svetovnima vojnama. This diploma thesis describes a special type of vocational secondary school, the so-called “Bürgerschuleˮ, in Slovenia. The first part of the paper introduces the development of the Bürgerschule, starting with the Austro-Hungarian Monarchy and up to the end of the Second World War, when this type of school was abolished in Slovenia. The second part focuses on the development of the Bürgerschule in Ptuj (Meščanska šola Ptuj). The objectives of this paper are to assess the significance of the Bürgerschule in the framework of the school systems of that time, to present the reflections of some important educators from that period about the significance of this type of school for contemporary education, and to outline and assess the importance of the Bürgerschule in Ptuj for the education of youth in and around Ptuj. A large part of the paper is based on primary sources from historical archives to provide the reader a deeper understanding of the development of the Bürgerschule and of the school system in the Austro-Hungarian Monarchy and in the interwar period in Slovenia.

U ovom radu autori istražuju teorije institucionalnog (školskog) obrazovanja od njegovog utemeljenja do pojave didaktike kao autonomne znanosti o obrazovanju, oučavanju, nastavi. Autore je posebno zanimalo koja su iskustva i koja je teorijska spoznaja postojala na području školskog obrazovanja, koje su bila dostupne i koje su mogli koristiti Ratke i Komensky pri utemeljenju didaktike. Po svojim bitnim karakteristikama ovo je istraživanje longitudinalno. Istraživanje se temelji na analizi pedagoške dokumentacije. Spoznajnom kvalitativnom metodom rezultati se objašnjavaju, obrazlažu i tumače, traži se i uočava uzročno-posljedična veza. Nakon analize relevantne pedagoške dokumentacije sa sigurnošću se može tvrditi da su u analiziranom vremenu postojale: škole, školski sustavi (različitih organizacija); kurikuli (različitih orijentacija) s elementima nastavnih programa; monološke i dijaloške metode; različiti oblici izvora znanja udžbenici, priručnici, literatura, neposredna stvarnost, zorna sredstva i različita nastavna pomagala; spoznaja se temeljila na zapamćivanju ali je primjetljiva i upotreba znanstvenih metoda analize i sinteze uz korištenje sustavnog promatranja i eksperimenta. Stručnost učitelja bila je izrazito niska. Nisu postojale posebne škole za obrazovanje učitelja. Učitelji su još donekle znali što je potrebno učiti (sadržaje), ali je znatno veća poteškoća bila u definiranju kako učenike poučavati (pedagoška kompetencija). Zbog toga je motivacija bila vanjska upotreba pretežno represivnih mjera uz primjetljive i poticajne mjere. Na ovom dostignutom nivou Ratke i Komensky uz kreativan doprinos mogli su utemeljiti didaktiku kao posebnu i autonomnu znanost o obrazovanju, poučavanju, nastavi., In this paper, the authors are investigating the theory of institutional (school) education from its establishment to the appearance of Didactics as autonomous science on education, teaching, classes. The authors were especially interested in which experiences and which theoretic conceptions existed in the field of school education, which were available and which Ratke and Comenius could have used when establishing Didactics. According to its significant characteristics, this research is longitudinal. The research is based on the investigational method of analyzing pedagogic documentation. Through the cognitive qualitative method the results are explained, commented and interpreted; the cause-and-effect link is searched and found. After the analysis of the relevant pedagogic documentation we can claim with certainty that in the analyzed time period the following existed: schools, school systems (of various organizations); curricula (of various orientations) with the elements of teaching curricula; monologic and dialogic methods; various forms of sources of knowledge such as textbooks, handbooks, literature, immediate reality, graphic means and various educational aids; cognition was based on memorizing, although the use of scientific methods of analysis and synthesis along with the use of systematic observation and experiment is also noticeable.The expertise of teachers was very low. No special schools for educating teachers existed.Teachers were somewhat familiar with what needed to be taught (contents), but a much greater difficulty was defining how to teach the students (pedagogic competence). Due to that the motivation was the external use of predominantly repressive measures with also noticeable incentive measures. At this reached level, along with creative contribution, Ratke and Comenius were able to establish Didactics as a separate and autonomous science on education, teaching and classes., In dieser Arbeit wird von den Autoren die Theorie der institutionellen (Schul-) Bildung von ihrer Entwicklung bis zum Erscheinen der Didaktik als eigenständiger Bildungs-, Lehr- und Unterrichtswissenschaft untersucht. Die Autoren waren besonders daran interessiert, welche Erfahrungen und theoretische Kenntnisse auf dem Gebiet der schulischen Bildung existierten, welche zur Verfügung standen und welche von Ratke und Comenius bei der Entwicklung der Didaktik verwendet werden konnten. Nach ihren wesentlichen Merkmalen ist diese Studie longitudinal. Die Studie basiert auf der Analyse der pädagogischen Dokumentation. Die Ergebnisse werden mit Hilfe der kognitiven qualitativen Methode erklärt, erläutert und interpretiert, weiterhin werden auch die kausalen Beziehungen gesucht und erkannt. Nach der Analyse der relevanten pädagogischen Dokumentation kann man mit Sicherheit behaupten, dass es im untersuchten Zeitraum Folgendes gab: Schulen, Schulsysteme (von verschiedenen Organisationen), Curriculums (mit unterschiedlichen Orientierungen) mit Elementen von Unterrichtsprogrammen; monologische und dialogische Methoden, verschiedene Arten von Wissensquellen, Lehrbücher, Handbücher, Literatur, die unmittelbare Realität, klare und unterschiedliche Unterrichtshilfen; die Erkenntnis basierte auf dem Auswendiglernen, aber auch die Verwendung von wissenschaftlichen Methoden zur Analyse und Synthese mit systematischen Beobachtung und Experiment ist erkennbar. Die Lehrerkompetenz war ausgesprochen gering. Es existierten keine speziellen Schulen für die Lehrerbildung. Die Lehrer wussten einigermaßen Bescheid, was zu lernen ist (Inhalt), aber deutlich größere Schwierigkeit hatten sie mit der Definierung, wie man die Schüler unterrichten sollte (pädagogische Kompetenz). Deshalb war die Motivation meist äußerlich durch den Einsatz von meist repressiven Maßnahmen mit erkennbaren und unterstützenden Maßnahmen. Auf diesem erreichten Niveau konnten Ratke und Comenius durch ihren kreativen Beitrag die Didaktik als eigenständige und autonome Bildungs-, Lehr- und Unterrichtswissenschaft entwickeln.

U ovom radu autori istražuju teorije institucionalnog (školskog) obrazovanja od njegovog utemeljenja do pojave didaktike kao autonomne znanosti o obrazovanju, oučavanju, nastavi. Autore je posebno zanimalo koja su iskustva i koja je teorijska spoznaja postojala na području školskog obrazovanja, koje su bila dostupne i koje su mogli koristiti Ratke i Komensky pri utemeljenju didaktike. Po svojim bitnim karakteristikama ovo je istraživanje longitudinalno. Istraživanje se temelji na analizi pedagoške dokumentacije. Spoznajnom kvalitativnom metodom rezultati se objašnjavaju, obrazlažu i tumače, traži se i uočava uzročno-posljedična veza. Nakon analize relevantne pedagoške dokumentacije sa sigurnošću se može tvrditi da su u analiziranom vremenu postojale: škole, školski sustavi (različitih organizacija); kurikuli (različitih orijentacija) s elementima nastavnih programa; monološke i dijaloške metode; različiti oblici izvora znanja udžbenici, priručnici, literatura, neposredna stvarnost, zorna sredstva i različita nastavna pomagala; spoznaja se temeljila na zapamćivanju ali je primjetljiva i upotreba znanstvenih metoda analize i sinteze uz korištenje sustavnog promatranja i eksperimenta. Stručnost učitelja bila je izrazito niska. Nisu postojale posebne škole za obrazovanje učitelja. Učitelji su još donekle znali što je potrebno učiti (sadržaje), ali je znatno veća poteškoća bila u definiranju kako učenike poučavati (pedagoška kompetencija). Zbog toga je motivacija bila vanjska upotreba pretežno represivnih mjera uz primjetljive i poticajne mjere. Na ovom dostignutom nivou Ratke i Komensky uz kreativan doprinos mogli su utemeljiti didaktiku kao posebnu i autonomnu znanost o obrazovanju, poučavanju, nastavi. In this paper, the authors are investigating the theory of institutional (school) education from its establishment to the appearance of Didactics as autonomous science on education, teaching, classes. The authors were especially interested in which experiences and which theoretic conceptions existed in the field of school education, which were available and which Ratke and Comenius could have used when establishing Didactics. According to its significant characteristics, this research is longitudinal. The research is based on the investigational method of analyzing pedagogic documentation. Through the cognitive qualitative method the results are explained, commented and interpreted; the cause-and-effect link is searched and found. After the analysis of the relevant pedagogic documentation we can claim with certainty that in the analyzed time period the following existed: schools, school systems (of various organizations); curricula (of various orientations) with the elements of teaching curricula; monologic and dialogic methods; various forms of sources of knowledge such as textbooks, handbooks, literature, immediate reality, graphic means and various educational aids; cognition was based on memorizing, although the use of scientific methods of analysis and synthesis along with the use of systematic observation and experiment is also noticeable.The expertise of teachers was very low. No special schools for educating teachers existed.Teachers were somewhat familiar with what needed to be taught (contents), but a much greater difficulty was defining how to teach the students (pedagogic competence). Due to that the motivation was the external use of predominantly repressive measures with also noticeable incentive measures. At this reached level, along with creative contribution, Ratke and Comenius were able to establish Didactics as a separate and autonomous science on education, teaching and classes. In dieser Arbeit wird von den Autoren die Theorie der institutionellen (Schul-) Bildung von ihrer Entwicklung bis zum Erscheinen der Didaktik als eigenständiger Bildungs-, Lehr- und Unterrichtswissenschaft untersucht. Die Autoren waren besonders daran interessiert, welche Erfahrungen und theoretische Kenntnisse auf dem Gebiet der schulischen Bildung existierten, welche zur Verfügung standen und welche von Ratke und Comenius bei der Entwicklung der Didaktik verwendet werden konnten. Nach ihren wesentlichen Merkmalen ist diese Studie longitudinal. Die Studie basiert auf der Analyse der pädagogischen Dokumentation. Die Ergebnisse werden mit Hilfe der kognitiven qualitativen Methode erklärt, erläutert und interpretiert, weiterhin werden auch die kausalen Beziehungen gesucht und erkannt. Nach der Analyse der relevanten pädagogischen Dokumentation kann man mit Sicherheit behaupten, dass es im untersuchten Zeitraum Folgendes gab: Schulen, Schulsysteme (von verschiedenen Organisationen), Curriculums (mit unterschiedlichen Orientierungen) mit Elementen von Unterrichtsprogrammen; monologische und dialogische Methoden, verschiedene Arten von Wissensquellen, Lehrbücher, Handbücher, Literatur, die unmittelbare Realität, klare und unterschiedliche Unterrichtshilfen; die Erkenntnis basierte auf dem Auswendiglernen, aber auch die Verwendung von wissenschaftlichen Methoden zur Analyse und Synthese mit systematischen Beobachtung und Experiment ist erkennbar. Die Lehrerkompetenz war ausgesprochen gering. Es existierten keine speziellen Schulen für die Lehrerbildung. Die Lehrer wussten einigermaßen Bescheid, was zu lernen ist (Inhalt), aber deutlich größere Schwierigkeit hatten sie mit der Definierung, wie man die Schüler unterrichten sollte (pädagogische Kompetenz). Deshalb war die Motivation meist äußerlich durch den Einsatz von meist repressiven Maßnahmen mit erkennbaren und unterstützenden Maßnahmen. Auf diesem erreichten Niveau konnten Ratke und Comenius durch ihren kreativen Beitrag die Didaktik als eigenständige und autonome Bildungs-, Lehr- und Unterrichtswissenschaft entwickeln.

Cet article retrace les differents traits des reformes ayant marque le systeme educatif rwandais, depuis sa naissance en 1900 jusqu’a nos jours. Pendant huit decennies, le reseau public et libre subventionne a fonctionne sur la base d’une philosophie pseudo-elitiste consistant a selectionner des candidats issus surtout du groupe ethnique politiquement privilegie selon l’epoque, auxquels l’Etat garantissait par la suite des places dans son administration, et a verser les declasses dans des fil...

Slovenija in ZDA sta državi na dveh različnih kontinentih in se v marsičem razlikujeta. Ravno zaradi tega me je zanimalo, ali sta si tako zelo različni v izobraževanju otrok v prvih treh letih osnovnega šolanja. Podobnosti in razlike so opisane v tej diplomski nalogi. V diplomski nalogi, ki je razdeljena na dva dela, sem v teoretičnem delu najprej predstavila šolski sistem in njegovo zgodovino, cilje ter program osnovnošolskega izobraževanja, učne načrte za spoznavanje okolja v Sloveniji ter družboslovje in naravoslovje v ZDA. Na podlagi teoretičnih dejstev in lastnih izkušenj sem v drugem delu diplome primerjala, kakšne so podobnosti in razlike pri poučevanju naravoslovnih in družboslovnih vsebin v prvih treh razredih v Sloveniji in v Teanceku v ZDA. Naredila sem primerjavo ciljev prvega, drugega in tretjega razreda pri predmetu spoznavanje okolja v slovenski osnovni šoli in ciljev male šole, prvega in drugega razreda pri predmetih naravoslovja (Science) in družboslovja (Social Studies) ameriške osnovne šole. Ugotovila sem, da je izobraževanje glede na vsebino in število ciljev, ki jih poučujejo slovenski in ameriški učitelji, primerljivo. Slovenia and the United States are countries on two different continents and are different in many ways. For this reason, I wanted to explore whether their children education systems in the first three years of primary education are that much different as well. The similarities and differences are discussed in this graduation thesis. The graduation thesis is comprised of two parts the theoretical part introduces the education system and its history, the goals and the program of primary education, curricula for cognition of environments in Slovenia, and social studies and science in the United States. Basing on theoretical facts and personal experience, the second part of the graduation thesis provides similarities and differences regarding teaching science and social studies subjects in the first three years both in Slovenia and in Teaneck, USA. A comparison of the first, second and third grade subjects of a Slovene primary school was carried out which included the subject cognition of society in and pre-school education goals, and the first and the second grade science and social studies of a US primary school. The findings have shown that education, considering the content and goals as taught by Slovenian and US teachers, is comparable.

This study examines Public Expenditure Tracking Survey (PETS) and Quantitative Service Delivery Survey (QSDS) carried out in Africa with the objective of assessing their approaches, main findings, and contributions. Section 2 investigates the context, motivations, and objectives of PETS and QSDS that have been carried out in Sub-Saharan Africa. Section 3 examines the institutional arrangements for resource allocation and service delivery in social sectors. Section 4 presents some of the main findings of tracking surveys. Section 5 analyzes methodological approaches used in previous tracking surveys in order to identify factors that could explain the difference in past surveys' success, and identify potential methodological harmonization. Section 6 presents a series of good practice principles that arise from past experience, and discusses how they could be implemented. Section 7 proposes potential future surveys and endeavors.

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A large number of econometric studies have examined the impact of central exit examinations on student attainment and repeatedly found a positive effect. This paper contributes to clarify the term central exit examination by distinguishing between central assignment and central grading. For this purpose, I use a study from Birkenfeld und Hanafy (2008), who have gathered the relevant information for the 16 German federal states. First econonometric analyses show, that the distinction between central assignment and central grading is indeed fruitful.

Over the last 30 years, Western school systems have intensified their use of exclusionary practices as a means of social control in schools. Suspensions, exclusions, and segregation in special facilities have become the main disciplinary strategies in what used to be the most inclusive institution since the instauration of compulsory schooling at the beginning of the twentieth century. In Australian school systems, a similar growth in educational exclusion has also been observed. During the same period, educational expenditure in Australia has plummeted while investment in criminal justice institutions has soared. The emerging international literature on school exclusion has linked the phenomenon with a greater likelihood of concurrent and future engagement in crime. Suggestions have been made that the causes of these exclusionary trends in Western school systems are situated at three distinct, but possibly interacting, levels. At an individual level, it has been claimed that the problem is associated with a growing number of children suffering from defective personal constitutions and deleterious experiences: hence school disruption has increased. At an institutional level, the phenomenon has been associated with changes and problems in school discipline and culture. At a societal level, these trends have been linked to the wider problem of social exclusion in an increasingly exclusive society. Using data that permit analyses at these three levels of interpretation, this thesis investigates the problem of educational exclusion and its association with crime. Through matching official records from educational, social services, and criminal justice institutions, the study involves a detailed analysis of the socio-educational contexts and journeys of 300 individuals who, between 1973 and 2003, were removed from Queensland regular primary schools and placed in a withdrawal unit. The thesis examines who they were, where they came from, what happened to them, and where they ended up. Criminal trajectories data were specifically analysed in relation to three major competing theories, which are representative of the taxonomic, static, and dynamic perspectives constituting the field of life course criminology. The thesis confirms the main findings of extant research about the growing trends in educational exclusion, the characteristics of the schools and the students involved, and the link with crime. The thesis concludes that all three levels of analysis (individual, institutional, and societal) may be used to interpret educational exclusion. However, a strong version of social exclusion where opportunities are totally blocked for an underclass actively rejected by exclusionary powers in society, better explains the growing phenomenon of educational exclusion. The societal level of interpretation also provides a framework in which the individual and institutional levels can be understood. The dynamic perspective of criminal trajectories better accounts for the data, despite its gender and class bias, which it shares with the taxonomic and static perspectives. With its concepts of social support and structurally-facilitated human agency, which open opportunity for change (turning points), the dynamic perspective offers more prospects for social intervention than the taxonomic and static perspectives. These concepts can be reframed within a structural and more critical analysis of social exclusion, educational exclusion, and crime. The thesis proposes that widespread mechanisms of individualisation are essential components in the processes of exclusion, their maintenance, and reproduction. It is argued that the implementation of individualised and individualising remedial programs, at the school or community levels, often further atomisation and processes of exclusion. It suggests that, instead, school systems and communities, particularly in disadvantaged areas, need to focus on what could be called “the pedagogy of the oppressed.” This long-term, educational, comprehensive, and liberating social intervention places structural oppression, including institutionalised and inter-individual violence and social exclusion, as objects of study around which school organisations, curriculum, and pedagogies, are articulated.

There exists substantial variation across countries as to whether and how students are grouped in classes according to ability. Economic analyses stress that there is joint production of human capital in schools, where output increases with mean ability in the class. Ability tracking may therefore be particularly helpful for talented students. At the same time, weak students may benefit via tailored and specialised courses. The vast majority of the econometric literature suggests that tracking promotes inequality in academic achievement. By contrast, the empirical literature on the impact of tracking on average student performance is inconclusive. Only few studies find a significant association, including both positive and negative estimates.

This article analyses the school performance of migrants dependent on peer groups in different international schooling environments. Using data from the international OECD PISA test, we consider social interaction within and between groups of natives and migrants. Results based on social multipliers (Glaeser et al. 2000, 2003) suggest that both native-to- native and migrant-to-migrant peer effects are higher in ability-differencing school systems than in comprehensive schools. Thus, non-comprehensive school systems seem to magnify the already existing educational inequality between students with a low parental socioeconomic migration background and children from more privileged families. Students with a migration background and a disadvantageous parental status would benefit from higher diversity within schools.