The city of Hjørring, Denmark carried out an overall public school consolidation/closure, closing 12 out of 27 schools. This paper presents a case study of planning methods and outcomes of the ...reform. Small rural schools were closed and those that were not were organizationally consolidated to form school-systems together with a number of schools. This method allowed to increase operational efficiency while maintaining local schools. In several areas where public schools were closed, parents and residents established a private school (friskole) to maintain a local school. Complementing the closure of public schools by self-established private schools was a characteristic phenomenon.
In the early 2000s, Germany experienced a so-called “PISA shock”. This was treated as a serious social problem, because PISA revealed the low educational performance of immigrant students in Germany ...in comparison to other countries. It also revealed a serious performance gap between immigrant students and non-immigrant students. These problems were discussed from the aspect of immigrants’ social integration. Since 2003, the school system has been radically reformed. Germany had been one of the few countries in Europe that still maintained the half-day school system. In this system, school ends by 1 pm or earlier, and three areas—school, home, and outside school—are recognized as partners, sharing the role of education equally. The half-day school system and the clear sharing of educational roles among these three areas were the traditional norms and concept of education in Germany. However, in order to reduce the performance gap, in recent times the school day has been expanded to the afternoons through an all-day school policy. This policy introduced a new school system, the so-called “all-day school” system. Under this system, school ends around 4 pm. This paper analyzes this school reform from the viewpoint of the changing relationship between school, home and outside school in education. This paper focuses on the case of Haydn School in Bremen. Bremen is one of 16 German Länder that introduced the “unique” all-day school policy. All-day schools are categorized into 3 types by KMK, but Bremen focused politically on only one type, namely, the “all students are obligated type”. This school system obligates all students to stay in school until 4 pm for more than 3 days a week. In order to reduce the performance gap, the “obligation type” system has been widely implemented in Bremen. The fieldwork in Haydn School was conducted during the transition period of the policy (2007-2009) and also in the consolidation period (2015-2018). First, this paper analyzes the relationship among the three areas (school, home, and outside school) historically. Next, the meaning of this changing relationship is discussed taking into consideration today's situation. Analysis of this research shows that the introduction of the all-day school system has diminished the meaning of the separate roles for the three areas. Drawing out a clear role for each area is no longer possible in the “obligation type” all-day school system. This paper suggests that the traditional norms of education in Germany are being questioned because of the increasing number of families with diverse backgrounds. These families are not familiar with the “German educational tradition.” The widespread introduction of the all-day school system in recent times has led to the reconstruction of the methods and concept of education in Germany. Under the all-day school system, education is now described as an interaction among diverse areas, working together, and coordinating those diverse areas based on the school. This phenomenon suggests that the framework supporting children's growth in Germany is now changing fundamentally.
This article reviews the literature and explores the institutional and systemic factors that help and/or hinder change and innovation across school systems, with a focus on evidence from England. A ...number of authors have argued that schools and school systems need to become more innovative and adaptive if they are to meet the needs of 21st-century societies and economies. Quasi-market models premised on school autonomy, parental choice and vertical accountability have been seen as the best way to secure innovation, but the evidence of success remains thin. The article analyses four examples of change and finds that system-wide change is possible, but requires strong and sustained political support and capacity building within a values-based framework that allows for local agency and adaptation. It concludes by drawing out three implications: the need to prioritise ‘professional’ as well as ‘structural’ autonomy; the potential for vertical accountability frameworks to condition the ways in which parents perceive and value innovation; and the need to enhance the legitimacy of innovation in the eyes of education’s key stakeholders.
The city of Hjørring, Denmark carried out an overall public school consolidation/closure, closing 12 out of 27 schools. This paper presents a case study of planning methods and outcomes of the ...reform. Small rural schools were closed and those that were not were organizationally consolidated to form school-systems together with a number of schools. This method allowed to increase operational efficiency while maintaining local schools. In several areas where public schools were closed, parents and residents established a private school (friskole) to maintain a local school. Complementing the closure of public schools by self-established private schools was a characteristic phenomenon.
Rad se bavi ulogom Izidora Kršnjavoga u reorganizaciji školstva krajem 19. stoljeća u Hrvatskoj. Cilj mu je predstaviti reforme koje je Kršnjavi donio u hrvatskom školstvu te njegova prosvjetna ...graditeljska ostvarenja. Kulturna strategija Kršnjavoga kao predstojnika Odjela za bogoštovlje i nastavu bila je usmjerena podizanju kulturnoga i obrazovnoga standarda. Proveo je reformu pučkih škola, osnovao Zemaljski zavod za gluhonijeme i Zemaljski zavod za odgoj slijepe djece u Zagrebu. Osnovao je i Ženski licej, kojim je unaprijedio obrazovanje žena omogućivši im nastavak školovanja na sveučilištu. Proširio je realke u realne gimnazije kao tip jedinstvenih srednjih škola u kojima su učenici dobivali sveobuhvatno znanje nužno za nastavak školovanja na sveučilištu. Osim toga, proveo je i niz reformi na polju stručnih škola, s naglaskom na obrtničke škole, te donio novi zakon o Sveučilištu. Osnovao je niz novih instituta i katedri na Sveučilištu. Uz brojne reforme u školskom sustavu, Kršnjavi je tijekom predstojništva izgradio ili obnovio preko devedeset prosvjetnih građevina diljem zemlje. Njegova najvažnija graditeljska ostvarenja su Školski forum u Zagrebu, Gimnazija na Sušaku, Viša pučka škola u Novoj Gradiški, Viša pučka škola u Karlovcu te škole u Gospiću. Izidor Kršnjavi ostavio je iznimno velik trag u kulturi i školstvu u Hrvatskoj u posljednjem desetljeću 19. stoljeća, zbog čega se nerijetko naziva najuspješnijim ministrom u povijesti hrvatske prosvjete i kulture.
L’évaluation en classe en Suisse romande Giroud, Patricia Gilliéron; Tessaro, Walther
Mesure et évaluation en éducation,
2009, 2009-00-00, 2009-01-01, Volume:
32, Issue:
3
Journal Article
Open access
La Suisse romande a connu récemment une période d’intenses réformes scolaires. De nombreuses études et recherches avaient alimenté les réflexions et suscité un fort intérêt pour une mise en ...application des innovations dans les classes. Malgré l’enthousiasme de départ, les réformes se sont heurtées à des oppositions inattendues. Politiques, parents et enseignants ont manifesté des doutes et des critiques, souvent virulents, contre les changements entrepris. L’abandon des notes chiffrées, épiphénomène des projets de réforme, occupera sans partage le devant de la scène politique et médiatique et entraînera un retour à des pratiques plus traditionnelles. Le bilan proposé dans cet article décrit les intentions des mouvements de réforme, les différentes phases de leur mise en oeuvre et les effets connus sur les pratiques enseignantes. Il met en évidence la complexité de nos systèmes scolaires et ses contradictions, tout en relevant les apports positifs d’une période d’échanges et d’actions en vue d’améliorer l’école.
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