INTERNATIONALE VERGELIJKING
• Günther Dohmen, ‘Das informelle Lernen’, Bundesministerium für Bildung und Forschung (BMBF, www.bmbf.de), Bonn 2001
“Die internationale Erschlieβung einer bisher vernachlässigten Grundform menschlichen Lernens für das lebenslange Lernen aller.” (landenvergelijkingen, Europese politiek)
“Der EU-Gipfel vom März 2000 in Lissabon hat zwei neue Anstöße zur europaweiten Anerkennung von weitgehend informell erworbenen Kompetenzen gegeben: Er beschloss die Einführung eines „European Diploma for Basic Information-Technology Skills“ und die Entwicklung eines gemeinsamen europäischen Formats für Lebensläufe zur Erleichterung grenzüberschreitender Bewerbungen und Beschäftigungen. Dabei sollen diese Lebensläufe gezielt Auskünfte enthalten über gemeinsam für wichtig gehaltene Kenntnisse und Kompetenzen, d. h. sie sollen Elemente eines Portfolio aufnehmen.
Auch der Europarat hat in einem großen internationalen Projekt „Education for Democratic Citizenship“ (1997-2000) die verschiedensten Formen politischer Bildungsarbeit diskutiert und evaluiert. Dabei ergab sich als eine „surprising conclusion“, dass formales Lernen in Schulen den geringsten Effekt für die erstrebte politische Bildung hat und „that social and political skills are best formed through experiential learning and informal curriculum“(Council of Europe: Education for Democratic Citizenship – a lifelong perspective. Strasbourg Juni 2000, S. 39)”. (p. 75, 76)
www.bmbf.de/pub/das_informelle_lernen.pdf (zie weblog ‘Wet- en regelgeving, CAO’s, EU, OESO’ voor Europees en internationaal beleid)
VERENIGDE STATEN
• U.S. department of education (ED.gov)
www.ed.gov
• National Conference of State Legislatures (NCSL), ‘Small Learning Communities’ June 2002. (This issue summary was a collaborative effort between NCSL’s Learn, Work and Earn Project and the Institute for Educational Leadership’s Center for Workforce Development. It was made possible by a grant from the U.S. Departments of Education and Labor.)
“In the last fifty years, the average size of high schools has changed from having fewer than 1,000 students to now having over 1,500 students. Research overwhelmingly supports the notion that student in kindergarten through high school are more successful when they attend small schools. In fact, smaller learning environments positively affect grades, test scores, attendance rates, graduation rates, drug and alcohol use, and school safety. Moreover, smaller, more personalized learning structures seem to provide the setting for other high school reforms, perhaps because change is easier to implement in a smaller setting.
www.ncsl.org/programs/employ/slc.htm
• Bill & Melinda Gates Foundation, ‘High Schools for the New Millennium, Imagine the Possibilities’, datum onbekend. Bill and Melinda Gates believe every life has equal value. In 2000, they created the Bill & Melinda Gates Foundation to help reduce inequities in the United States and around the world, www.gatesfoundation.org.
“How do we insist on large-scale change of the dysfunctional American high school without abandoning our support for public education? Developing and creating strong small schools, like those described here, is a place to start. These schools offer the best of public education— commitment to enable all students to reach high standards—while providing choice among excellent educational options. All options would be dedicated to serving the individual needs of each student while ensuring that all students graduate high school prepared for college.”, p. 16
www.gatesfoundation.com/nr/downloads/ed/edwhitepaper.pdf en www.cew.wisc.edu/hsreform/private/abstracts/showAbstract.asp?abstractNumber=16
VERENIGD KONINKRIJK
• NFER (Helen Moor et al.) and Chris Bojke, PharMerit, ‘Mathematics and Science in Secondary Schools. The Deployment of Teachers and Support Staff to Deliver the Curriculum’, NFER Trading Limited 2006 (The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Education and Skills).
www.dfes.gov.uk/research/data/uploadfiles/RR708.pdf, NFER: www.nfer.ac.uk, Department for Education and Skills: www.dfes.gov.uk, www.google.com/Top/Regional/Europe/United_Kingdom/Education
KRITISCHE ORGANISATIES (INTERNATIONAAL)
• Campaign for Real Education (United Kingdom)
“The Campaign for Real Education was formed in 1987 by 14 parents and teachers, all of whom were concerned about falling standards and damaging changes in state education which were being forced through without any evidence to support them. Since then, the Campaign has been contacted by thousands of parents, teachers and academics with similar concerns. We now have a nationwide network of supporters and important links with like-minded people in other countries such as America, Australia, Japan and Switzerland. “
www.cre.org.uk
• David Perks (science teacher, South London), ‘We don’t need no thought control’, Spiked, 21 February 2005
“Tackling the poor behaviour of pupils has always been a function of schools. Yet to make behaviour the central focus of education policy makes it clear that politicians have no real interest in education for its own sake. The collapse of belief in the intrinsic value of subject knowledge has created a vacuum at the centre of education policy into which politicians can bring their agenda. It is revealing that the Tomlinson Report published last year suggested reducing the core content of GSCEs dramatically, and emphasised work-based learning as opposed to academic study. Tomlinson is just reflecting the educational establishment’s lack of a positive vision of what education can achieve. In this climate it is not surprising that teachers hold little authority over young people.”
www.spiked-online.com/index.php?/site/article/1227, ‘Transforming the education system for 14-19 year olds’ by the Department for Education and Skills: www.dfes.gov.uk/14-19, GCSE: www.dfes.gov.uk/qualifications/intro.cfm?page=4&subsection=2
• Sir Richard Sykes (rector), ‘Critics attack new science GCSE’, BBC News, Education, 11 October 2006
“The new GCSE science curriculum has been branded “sound bite science” which takes a back-to-front approach. … But from this September, most are taking a GCSE in “scientific literacy for the 21st Century” – covering issues including global warming and mobile phone technology.”
news.bbc.co.uk/1/hi/education/6038638.stm
• Oipef, ‘La France, malade de ses pédagogies?’, 24 janvier 2003 (OIPEF, Observatoire Indépendant des Pratiques d’Education et de Formation, www.oipef.org en www.jeunesplus.org/oipef: ‘Remédiez aux difficultés scolaires de vos enfants ou de vos élèves’)
“Les pédagogies fonctionnelles
Pour simplifier, nous appellerons les pédagogies actuelles ‘fonctionnelles’ car elles sont principalement orientées vers l’acquisition de nouvelles ‘fonctionnalités’, qui sont limitées mais soi-disant mieux adaptées aux exigences de la vie moderne.
Dans cette optique, les premiers apprentissages du ‘lire, écrire, compter’ ont été remodelés et sont devenus les nouveaux ‘savoir-lire’, ‘savoir-écrire’ et ‘savoir-compter’.”, p. 1
www.jeunesplus.org/oipef/pedagogie/doc/pedagofrance.PDF
• Bienvenue à tous les parents en colère
“Alors si, comme nous, vous voulez transformer votre colère en vaste mouvement de protestation et de résistance, en soutien aux enseignants lucides et courageux, afin que l’école de nos enfants soit sauvée de la catastrophe et qu’elle puisse à nouveau remplir sa mission : offrir à tous ses élèves le meilleur de notre héritage culturel, rejoignez-nous !”
www.autonomie.org/parents