德国成人教育研究

德国是世界上成人教育发展较为成熟的国家之一,德国成人教育的主要特点是:从国家、企业到个人都十分重视成人教育,终身教育成为社会风尚;国家、政党、企业界、教会等参与办成人教育,教育投资主体多元化;注重依法管理和发展成人教育。然而,德国成人教育也存在不公平的问题。     

德国成人教育的特点及启示

德国是世界上成人教育发展较为成熟的国家之一。德国成人教育的主要特点是：从国家、企业到个人都十分重视成人教育，终身教育成为社会风尚；国家、政党、企业界、教会等参与办成人教育，办学主体和投资主体多元化；形式多样，专业、课程丰富多彩，能够满足大众的多种教育需求；注重依法管理和发展成人教育。但是，德国成人教育也存在公平性不够等问题。     

德国成人教育中心的发展特点与启示

成人教育中心在德国成人教育发展中不可或缺,是践行“终身学习”理念的领头羊。德国成人教育中心的发展特点主要体现在四个方面:一是教育活动扎根社区;二是教育对象面向社会;三是教育内容包罗万象;四是教育机构多元主体。借鉴德国成人教育中心的发展经验,我国社区学校可从社区成人教育的定位、功能、内容和主体等方面做出努力。     

各教育大国成人教育特色及启示

通过对德国、美国、日本、英国等四个教育大国的成人教育模式进行分析,得到各国成人教育在制度建设、机构设置、专业优化等方面的特点和成功经验,从而为我国成人教育发展提供有益的借鉴。     

德国成人教育初探

德国历来非常重视成人教育工作，成人教育在德国得到较快的发展。探讨了德国业余大学的发展、职业进修培训和公职人员的职业培训等方面的德国成人教育。     

中德成人教育比较及对我国成人教育发展的新认识

随着我国教育现代化进程的加快,有关成人教育发展的讨论和比较研究方兴未艾。本文试对中德两国成人教育的共性和差异性进行比较,并借鉴德国成人教育的经验,尝试对我国成人教育发展提出几点建议性的认识。     

德国成人教育的特色及其借鉴

德国的成人教育发展水平一直居世界前列,成人教育在德国受到高度的重视。德国成人教育呈现以下特色：有效的分权管理体制;完备的成人教育法规体系;成人教育办学、投资、教学的多元化体制;体制上的“双轨制”。本文通过对德国成人教育的特色考察提出促进我国成人教育发展的对策和措施。     

论德国成人教育的特点及其启示

德国是世界上成人教育发展较为成熟的国家之一,成人教育在德国有着举足轻重的地位,其主要特点有：办学主体多元化,办学形式多元化,专业、课程丰富多彩,注重依法治教,管理方式灵活等。通过研究德国成人教育的特点,将会给中国成人教育的发展提供有益的借鉴。     

德国继续教育的特点

继续教育得到全社会的普遍重视。德国成人教育的组织形式在十九世纪就已经出现,当时的主要任务是对工人进行普通文化教育和政治教育随着德国工业化的发展,其成人教育范围也逐渐扩大,并形成了比校完整的体系德国把普通学校以外的教育统称为继续教育,他们视人生有四个教育时期,即幼儿教育、义务教育、大学教育和继续教育现在,德国的继续教育就包括了为获得学校毕业证书的学校补充教育;为获得职业资格的职业教育,包括职业进修、升级、改行、转岗;为提高工人的技能而进行的各种专业教育;对大学毕业生进行再教育的学术教育等1969年,德…     

国外成人高等职业教育发展的新趋势（摘编）

国外成人高等职业教育发展的新趋势（摘编）俞瑞当前,各国政府都十分重视发展成人教育事业。许多国家制定了有关的成人教育法,用法律手段保障成人学习的时间、经费、形式等,如美国、德国、墨西哥、法国、挪威、瑞典等国政府先后颁布了《成人教育法》等法律,对成人学习...     

德国巴伐利亚州的中小学教育及师资培训

联邦德国的教育系统先进而完善，其教育质量在国际上享有盛誉。通过对德国巴伐利亚州的教育体制、中小学教育和师资培训等方面的情况进行深入分析，以期更好地借鉴德国教育经验，加强中德两国的文化交流，促进我国教育事业的发展。     

Kindergartenbesuch und späterer Bildungserfolg

This paper analyses the impact of attending kindergarten, the most common early childhood care and education program in West Germany, on children’s placement at secondary school level. The analysis is based on an education production function that controls for parental background and regional variation in the educational system. The analysis confirms the hypothesis, that kindergarten attendance can have a long-lasting positive effect on educational chances. In four of six specifications a longer attendance of early childhood care and education increases the probability of attending a higher level secondary school. However, there are diminishing returns to early childhood education.     

凯兴斯泰纳劳作学校及其现实意义

凯兴斯泰纳倡导的劳作学校及劳作学校精神为德国的职业教育奠定了基础。劳作学校精神体现在:劳作课作为必修课程、实践兴趣的教学原则、性格教育为教育目标。凯兴斯泰纳的劳作学校及劳作学校精神对当今我国职业教育改革的启示在于,尊重劳动是提升职业教育地位的根本,职业教育改革要遵循实践兴趣的原则,关注学生的内存价值与性格教育。     

Primary School Teacher Training in the European Community: an overview of recent developments

The colleges of education for primary school teachers in The Netherlands have gone through several mergers in the space of just a few years. Many colleges of education became part of a polytechnic. The authors studied how the specific characteristics of the education of primary school teachers can show to full advantage in a large institute of higher vocational education. In the Dutch situation as well as that of the other countries of the European Community (England and the Federal Republic of Germany in particular) the phenomena ‘integration’ and ‘differentiation’ have been studied. The authors concluded that mergers of primary school teacher training colleges can be a serious threat to the educational identity of teacher training as a whole. Holding to as well as giving up the educational identity does not guarantee that the specific characteristics will be kept.     

The socio‐political significance of changes to the vocational education system in Germany

This paper explores the effects on social inequality in Germany of ongoing changes to the employment system and, thus, vocational education. Results based on an examination of the literature indicate that students from increasingly middle‐class backgrounds with higher levels of general, rather than vocational, educational attainment are winning the competition for ever‐fewer apprenticeships. Progress for women in education is accompanied by relative declines in men’s performance on high school exit examinations and does not translate into success in the employment system. Employers are abandoning the corporate‐state organization of vocational education. The paper concludes that school degrees are increasingly important for later career opportunities. As a result, the educational system is increasingly stratified, contributing to social inequality in Germany.     

Educational family background and the realisation of educational career intentions: participation of German upper secondary graduates in higher education over time

In this article, we evaluate the impact of social origin on the realisation of educational intentions at the time of becoming eligible for higher education in Germany. In general, we find high persistence of intentions and actual attendance of higher education. However, effects of parental education on the changes of educational intentions increase the existing social inequality with regard to higher education at the time of leaving secondary school. The group which is affected most are those young adults planning to study after vocational training—while the gap between different origin groups does not widen much during other stop-outs from education. This can be explained only partly by previous educational performance. The findings suggest that estimates of educational inequality are attenuated when entry into higher education is approximated by educational intentions of young adults.     

赫尔巴特在美国

美国赫尔巴特运动是19世纪末20世纪初在美国兴起的旨在通过宣传、研究和实践赫尔巴特和德国赫尔巴特学派的教育学说以改革美国学校教育的教育运动。它以德·加谟和麦克默雷兄弟为主要领导人,以伊利诺师范学院为依托,在将近十年的时间里,从教育理论到学校课程、教学方法、教师培训等方面,对美国学校教育产生了多重影响。尽管这场运动昙花一现,但对美国现代学校教育制度的建立发挥了独特的作用。     

Preparing German pre-service teachers in special needs education for school development—Can we do otherwise?

Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre-service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre-service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education.     

Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth

In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour is seen as needing to change. In this paper, we examine the behavioural regimes at work in 11 AE programmes. Contrary to previous studies and the extensive ‘best practice’ literature, we found a return to highly behaviourist routines, with talking therapeutic approaches largely operating within this Skinnerian frame. We also saw young people offered a curriculum largely devoid of languages, humanities and social sciences. What was crucial to AE providers, we argue, was that they could demonstrate ‘progress’ in both learning and behaviour to inspectors and systems. Mobilising insights from Foucault, we note the congruence between the external regimes of reward and punishment used in AE and the kinds of insecure work and carceral futures that might be on offer to this group of young people.     

Maths to Make Things Happen

Mathematics can have meaning for low attainers if they apply their mathematical and problem solving skills to the organisation of school events, suggest Dr Derek Haylock, lecturer in mathematics education, School of Education, University of East Anglia, and Helen Morgans, primary school teacher with responsibility for children with special educational needs, William Wordsworth School, Sennelager, West Germany. They follow up some of the points made by Alec Williams in his article in the June issue.