ONDERWIJS INTERNATIONAAL
Inhoud:
A. Verplicht onderwijs
1. Landenoverzichten; 2. Statistiek; 3. Baccalaureaat
B. Overheid en onderzoek; media
1. Europa; 2. Verenigd Koninkrijk (a. overheid en onderzoek; b. media); 3. Republiek Ierland; 4. Duitsland; 5. Frankrijk; 6. België; 7. Finland (a. overheid en onderzoek; b. media) ; 8. Zweden; 9. Denemarken; 10. Zwitserland;
11. Buiten Europa; 12. Verenigde Staten (a. overheid en onderzoek; b. media); 13. Canada (a. overheid en onderzoek; b. media); 14. Australië; 15. Nieuw-Zeeland; 16. Japan; 17. Korea; 18. China; 19. India; 20. Venezuela (a. overheid en onderzoek; b. media)
C. Internationale media-overzichten
D. Internationale literatuur
1. Verenigd Koninkrijk; 2. Frankrijk; 3. Verenigde Staten
E. Internationale kritische organisaties
1. Verenigd Koninkrijk; 2. Republiek Ierland; 3. Duitsland; 4. Frankrijk; 5. België; 6. Verenigde Staten; 7. Canada
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A. VERPLICHT ONDERWIJS (ALGEMEEN)
1. LANDENOVERZICHTEN
Landenoverzichten wereldwijd
• Compulsory education (Wikipedia; neutraal?), met onderaan ‘List of education articles by country’, inrichting van het schoolsysteem per land.
en.wikipedia.org/wiki/Compulsory_education
• Area studies Access to information on individual countries (worldwide).
www.psr.keele.ac.uk/area.htm
2. STATISTIEK
Statistische informatie wereldwijd
• ‘World in figures’ (Statistics Finland, www.stat.fi)
“The World in Figures table package contains 28 Excel tables of country-specific structural data on all the countries of the world. The number of countries is 243, of which 194 sovereign states, and themes 260. The data can be found easily by means of a separate index.” www.stat.fi/tup/maanum/index_en.html
• ‘World in figures’, ‘Education Expenditure’, ‘Alankomaat’ (= Netherlands), Statistics Finland www.stat.fi/tup/maanum/hakemisto_en.html (sources: Worldbank, Eurostat, International Institute for Strategic Studies, United Nations, IMD Business School Lausanne: The world competitiveness yearbook, OECD).
3. BACCALAUREAAT
Internationaal Baccalaureaat
• International Baccalaureate Organization (IBO)
www.ibo.org
Europees Baccalaureaat
• Schola Europaea (Europees Baccalaureaat, EB)
De Europese Scholen staan in plaatsen waar Europese organisaties zijn gevestigd. Het Europees onderwijs kent na het basisonderwijs alleen het vwo-niveau. Het einddiploma, het Europees Baccalaureaat, verleent toegang tot alle universiteiten van de Europese Unie.
www.eursc.org
Overzicht internationale onderwijsvormen
• Stichting Nederlands Onderwijs in het Buitenland (Stichting NOB, www.stichtingnob.nl), ‘voor ouders’, ‘artikelenbank voor ouders’, ‘Thema’, ‘onderwijs en studie’, BuitenBand, najaar 2004, p. 19 en 20
“Soorten internationaal onderwijs in binnen- en buitenland.
Internationaal onderwijs heb je in vele soorten en maten, zowel in Nederland als daarbuiten. BuitenBand zet de mogelijkheden voor u op een rij.” www.stichtingnob.nl/mmbase/attachments/4912/Soorten_internationaal_onderwijs_in_binnen-_en_buitenland.pdf of www.stichtingnob.nl/page.jsp?id=4696&opencats=100_106_300&display=4680&sortorder=posrel.pos
Zie: Anne P. Copeland, ‘How to study from abroad’, Guardian Abroad, September 25th 2006 www.guardianabroad.co.uk/education/article/101 en www.guardianabroad.co.uk
Zie: Katherine Demopoulos, The baccalaureate, EducationGuardian, November 30, 2006
Inhoud: What is the International Baccalaureate?; French Baccalaureate; European Baccalaureate etc. education.guardian.co.uk/alevels/story/0,,1818679,00.html en education.guardian.co.uk
Zie: Kringen, 11 juni 2006
www.beteronderwijsnederland.nl/?q=node/256#comment-1056
***
B. OVERHEID EN ONDERZOEK
1. EUROPA (OVERHEID EN ONDERZOEK)
Europese ministeries van onderwijs
• Council of Europe, Ministries of Education
www.coe.int/T/E/Cultural_Co-operation/education/Ministries2.asp
Onderwijsorganisaties in Europa en wereldwijd
• Council of Europe, International organisations
www.coe.int/T/E/Cultural_Co-operation/education/Liens_utiles2.asp
Europese instellingen voor onderwijsonderzoek
• Consortium of Institutions for Development and Research in Education in Europe.
www.cidree.org
Eurydice
• 'Eurydice' is an institutional network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems and policies throughout Europe established by the European Commission and Member States (‘Indicator and figure’, ‘Country’, ‘Topic’, 'Publications').
www.eurydice.org en sitemap, www.eurydice.org/portal/page/portal/Eurydice/SiteMap
Eurostat
• Eurostat
“Your key to European statistics. Our mission is to provide the European Union with a high-quality statistical information service.”
epp.eurostat.ec.europa.eu
• Eurostat, ‘Life-long learning – total’, 27 October 2006
‘Percentage of the adult population aged 25 to 64 participating in education and training’
epp.eurostat.cec.eu.int/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=EU_MAIN_TREE&root=EU_MAIN_TREE%2Fbasic%2Fstrind%2Femploi%2Fem051 (of via www.cbs.nl, ‘dossiers’, ‘Europese Unie’, ‘Mens en maatschappij, ‘permanente educatie’)
The Centre for European Reform
• The Centre for European Reform (CER)
“The Centre for European Reform is a think-tank devoted to improving the quality of the debate on the European Union. It is a forum for people with ideas from Britain and across the continent to discuss the many political, economic and social challenges facing Europe. It seeks to work with similar bodies in other European countries, North America and elsewhere in the world.”
www.cer.org.uk en
‘The Lisbon agenda and competitiveness’, ‘comment & analysis’:
www.cer.org.uk/lisbon_comp_new/ca_lisbon_comp_new.html en
zie weblog Wet- en regelgeving, CAO's, verdragen, EU en OESO beleid,
www.beteronderwijsnederland.nl/?q=node/612
**
2 a. VERENIGD KONINKRIJK (OVERHEID EN ONDERZOEK); EU, geen Euro
Algemeen
• BBC Action Network team, ‘The schools system in England’ (updated: 12 May 2006)
www.bbc.co.uk/dna/actionnetwork/A1181792
• Verenigd Koninkrijk
www.beteronderwijsnederland.nl/?q=node/131
• Middenschool in Engeland, Wales en Schotland
en.wikipedia.org/wiki/Comprehensive_school ,
• Schotland
Learning and teaching Scotland, www.ltscotland.org.uk/about ,
Schools system in Scotland, www.bbc.co.uk/dna/actionnetwork/A1181800 ,
Structure of the Scottish education system,
www.teachernet.gov.uk/educationoverview/uksystem/structure/scotland en
en.wikipedia.org/wiki/Education_in_Scotland , en.wikipedia.org/wiki/Secondary_education#Scotland
'Curriculum for excellence', resources, www.curriculumforexcellencescotland.gov.uk/resources , www.curriculumforexcellencescotland.gov.uk/about/essentialinformation/purposes.asp
Department for Education and Skills
• Department for Education and Skills
www.dfes.gov.uk
Departmental Report 2006
• Department for Education and Skills, Departmental Report 2006.
Presented to Parliament by the Secretary of State for Education and Skills by Command of Her Majesty, May 2006
www.dfes.gov.uk/publications/deptreport2006/docs/6483-DepRep06.pdf
The Qualifications and Curriculum Authority (QCA)
• The Qualifications and Curriculum Authority (QCA)
“QCA is a non-departmental public body, sponsored by the Department for Education and Skills (DfES). It is governed by a board, whose members are appointed by the Secretary of State for Education and Skills, and managed on a day-to-day basis by an executive team.
QCA has a pivotal role in helping the UK become the most dynamic knowledge-based economy in the world.”
www.qca.org.uk en ‘Futures in action: Building a 21st-century curriculum’,
www.qca.org.uk/17167.html en ‘14-18 reform programme’,
www.qca.org.uk/15710.html
The Assessment and Qualifications Alliance (AQA)
• The Assessment and Qualifications Alliance (AQA)
“The Assessment and Qualifications Alliance (AQA) is the largest of the three English exam boards. We set and mark public exams such as GCSEs and A Levels, as well as other qualifications.”
“We are an independent company, limited by guarantee and a charity.”
www.aqa.org.uk en www.aqa.org.uk/sitemap.php
Zie ook:
• GCSE Sciences (for September 2006 start)
“From September 2006 all centres offering GCSE Science have to deliver the KS4 Programme of Study in line with revised QCA criteria, with a greater emphasis on the processes and implications of scientific enquiry (How Science Works).”
www.aqa.org.uk/qual/gcse/newscience/new_suite.php (New GCSE Sciences – why a new suite?) en ‘Science B 2008’,
aqa.org.uk/qual/pdf/AQA-4462-W-SP-08.PDF en ‘leaflet for teachers’,
www.aqa.org.uk/support/pdf/GCSESCIENCE.PDF en ‘objective tests’,
www.aqa.org.uk/qual/gcse/newscience/extassessover.php
Zie ook:
• Wellington Grey, 'A physics teacher begs for his subject back: an open letter to the UK department of education and the AQA board.', datum onbekend: eind 2006 of begin 2007.
“There is a teacher shortage in this country, but if a physicist asked my advice on becoming a teacher, I would have to say: don’t. Don’t unless you want to watch a subject you love dismantled.
I am a young and once-enthusiastic physics teacher. I despair at what I am forced to teach. I have potentially thirty years of lessons to give, but I didn’t sign up for this — and the business world still calls. There I won’t have to endure the pain of trying to animate a crippled subject. The rigors of physics have been torn down and replaced with impotent science media studies.”
www.wellingtongrey.net/articles en ‘Het gaat slecht met de westerburen…..’,
www.beteronderwijsnederland.nl/?q=node/2658
The Black Papers – Brian Cox, A.E. Dyson
• The University of Manchester, the John Rylands University Library, papers of Brian Cox, ‘Papers relating to the Black Papers (1965-1989)’, UK
archives.li.man.ac.uk/ead/search/eadSearchHandler?operation=full&recid=gb-0133-cox
(zie: ‘contents’, linkerkolom) – de zgn. 'Black Papers' handelen o.m. over de falende resultaten van de middenschool en zijn onderdeel geweest van een parlementair debat.
Zie ook:
en.wikipedia.org/wiki/Comprehensive_school en www.melaniephillips.com/articles-new/?p=62 , www.spectator.co.uk/archive/letters/22622/letters-to-the-editor.thtml ,
www.spectator.co.uk/archive/the-week/27286/its-the-incompetence-stupid.thtml
Zie ook hierna:
Verenigd Koninkrijk (Literatuur), Brian Cox, 'Literacy is not enough', 1999
The truth about education standards
• David Green et al. (director of Civitas), essay ‘The truth about education standards and how to fix our schools I’, December 2005
“You are a parent. You expect schools to help you and others like you pass on knowledge to your children and equip them to uphold the moral consensus on which our free society depends. You want to believe that – at the very least – teachers will teach your children the basic skills, including handling numbers, reading fluently and writing correctly.” www.spectator.co.uk/article_assets/articledir_0/288/051212_Civitas_Education_I.pdf of www.spectator.co.uk/article_assets/articledir_0/288 en ‘Education: Better results and declining standards?’, Online Briefing, December 2005, www.civitas.org.uk/pdf/educationBriefingDec05.pdf en ‘Education: Better results and declining standards? A survey of the evidence’, www.civitas.org.uk/pdf/edStandards.pdf
Standards in English schools
• Prof. P. Tymms, Dr. R. Coe and Dr. Chr. Merrell (CEM Centre, University of Durham), Standards in English schools: changes since 1997 and the impact of government policies and initiatives., a report for the Sunday Times, April 2005
“This report for the Sunday Times looks at the attainments of pupils in England since the Labour Party came to office in 1997 and where possible earlier. It seeks to estimate the impact that recent changes have had on the attainments of pupils. It does so by looking at official test data and at other data where it is available.”
www.civitas.org.uk/pdf/Tymms_SundayTimes_v03.pdf
Press Release: Crisis in physics linked to lack of highly qualified teachers
• Press release, ‘Crisis in physics linked to lack of highly qualified teachers’, Centre for Education and Employment Research, University of Buckingham, Monday 21st November 2005
“The steep decline in the numbers of students taking A-level physics can be directly linked to the shortage of expert teachers and decreasing opportunity to study the subject, according to the results of a national survey published today (21 November) by the Centre for Education and Employment Research at the University of Buckingham.”
“Smithers and Robinson suggest that we may be in danger of sleepwalking into the loss of one of the great branches of knowledge from our schools, and raise nine issues for the science community to consider.”
www.buckingham.ac.uk/news/pressreleases/2005/ceer-physics.html
Smithers and Robinson: Physics in schools and colleges. Teacher Deployment and Student Outcomes.
• Prof. Alan Smithers, Dr Pamela Robinson (Centre for Education and Employment Research, University of Buckingham), ‘Physics in schools and colleges. Teacher Deployment and Student Outcomes.’, November 2005 www.buckingham.ac.uk/education/research/ceer/pdfs/physicsprint.pdf
Zie ook:
www.beteronderwijsnederland.nl/files/TRW-20070905-02009004.pdf en
www.beteronderwijsnederland.nl/?q=node/2881
Mathematics and science in secondary schools
• National Foundation for Educational Research 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
*
2 b. VERENIGD KONINKRIJK (MEDIA)
Zie: weblog Kenniseconomie (adviescommissies en exacte vakken), exacte vakken
www.beteronderwijsnederland.nl/?q=node/612
Britse media
• Guardian Unlimited: The Guardian, Observer and Guardian Weekly, 'Education'
education.guardian.co.uk en
browse.guardian.co.uk/search?site=guardian&search=education en
www.guardian.co.uk
• BBC News, 'Education'
news.bbc.co.uk/2/hi/uk_news/education en news.bbc.co.uk
• The Independent, 'Education'
education.independent.co.uk en www.independent.co.uk
Artikelen
Europees hoger onderwijs
• The Economist, ‘How Europe fails its young’, September 8th 2005
"The state of Europe's higher education is a long-term threat to its competitiveness."
www.economist.com/surveys/displaystory.cfm?story_id=4339960
Politiek en onderwijs
• Michele Ledda, 'Kick politics out of education', Spiked, Tuesday 9 May 2006
“It is only 30 years ago but it seems like a different geological age when chief inspector of schools Sheila Browne could tell Labour prime minister James Callaghan: ‘What are you doing interfering in education? This is none of your business.’”
“It corrupts education by twisting its purpose – from the intellectual emancipation of the child through the transmission of knowledge, to the attempt to create responsible citizens and workers, with the correct skills, attitudes and opinions. By using knowledge in an instrumental way, it devalues its importance.”
www.spiked-online.com/index.php?/site/article/67 en www.spiked-online.com/index.php?/site/issues/C39
Opvoeding of onderwijs?
• 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
Inhoud curriculum
• 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
Onderwijs en internet
• The Telegraph, ‘Why study when you can surf?’, Filed: 5 February 2003
www.telegraph.co.uk/education/main.jhtml?xml=/education/2003/02/07/tefsurf0.xml&sSheet=/education/2003/02/09/ixtetop.html en www.telegraph.co.uk/education
• John Clare (Education Editor), ’Internet in schools fails to improve results’, The Telegraph, Last updated: 10 January 2003
“Despite what the report called "unprecedented levels of Government investment" – including more than £1 billion over the past five years – it could find "no consistent relationship" between computer use and pupil achievement in any subject at any age.” www.telegraph.co.uk/news/main.jhtml;jsessionid=GM3X1YTT5NSATQFIQMGCFFOAVCBQUIV0?xml=/news/2003/01/10/nscho10.xml
Exacte vakken
• Liz Lightfoot (Education Correspondent), ‘Pupils being taught maths by music and PE teachers’, Telegraph, Last updated: 10 January 2003
“More than half a million secondary school pupils are being taught maths by teachers of music, PE and other non-related subjects. Schools are short of 3,800 maths teachers and the situation is getting worse, says the Centre for Mathematics Education.” www.telegraph.co.uk/news/main.jhtml?xml=/news/2003/01/10/nscho110.xml en www.telegraph.co.uk/education
• Francis Sedgemore, ‘There goes the science’, Guardian, Comment is free…, November 21, 2006
“Reading University's physics department will close in 2010, but instead of protesting we should be looking at alternative outlets for the subject.”
commentisfree.guardian.co.uk/francis_sedgemore/2006/11/can_liberal_arts_education_sav.html en commentisfree.guardian.co.uk/francis_sedgemore/index.html en education.guardian.co.uk
Diploma-inflatie
• BBC News, ‘A-levels ‘cause for celebration’, 17 August 2005
“Geoff Lucas, general secretary of the Headmasters' and Headmistresses' Conference, which represents many leading independent schools, said A-levels were in "terminal decline". Grade inflation was making it impossible to distinguish between brighter candidates, he added. Several independent school heads are promoting a move away from A-levels towards the International Baccalaureate, which, they say, has higher academic standards.”
news.bbc.co.uk/2/hi/uk_news/education/4158268.stm; 'Q&A: Exam changes', 30 November 2006: news.bbc.co.uk/2/hi/uk_news/education/6196754.stm (zie kolom rechterkant voor meer artikelen)
**
3. REPUBLIEK IERLAND (OVERHEID EN ONDERZOEK); EU
Algemeen
• Republic of Ireland, Education (Wikipedia: betrouwbaar/neutraal?)
en.wikipedia.org/wiki/Republic_of_Ireland#Education
The Department of Education and Science
• The Department of Education and Science
www.education.ie
Advisory board for enterprise, trade, science, technology and innovation
• Forfás “Ireland's national policy and advisory board for enterprise, trade, science, technology and innovation. It operates under the auspices of the Department of Enterprise, Trade and Employment.”
www.forfas.ie
Ireland's National Development Plan (NDP)
• Ireland's National Development Plan (NDP)
"Welcome to the website for Ireland's National Development Plan (NDP) and the EU Community Support Framework (CSF) in Ireland."
www.ndp.ie
National Qualifications Authority of Ireland (NQAI)
• National Qualifications Authority of Ireland (NQAI).
“The Authority will lead a cultural change, in partnership with stakeholders, with the aim of achieving wide recognition of outcomes of learning, and improved access for learners to quality learning opportunities.”
“Funded by the Irish Government under the National Development Plan 2000-2006, part funded by the European Union Structural Funds.”
www.nqai.ie
**
4. DUITSLAND (OVERHEID EN ONDERZOEK); EU
Bundesministerium für Bildung und Forschung (BMBF)
• Bundesministerium für Bildung und Forschung (BMBF)
www.bmbf.de
Deutscher Bildingsserver
• Deutscher Bildingsserver
www.bildungsserver.de en www.bildungsserver.de/zeigen.html?seite=3500
Deutsche Institut für Internationale Pädagogische Forschung (DIPF)
• Deutsche Institut für Internationale Pädagogische Forschung (DIPF)
“Das DIPF ist eine wissenschaftliche außeruniversitäre Serviceeinrichtung, die Forschung, Praxis, Verwaltung und Politik im Bildungswesen unterstützt und zugleich selbst Forschung betreibt.”
www.dipf.de en www.dipf.de/ueber_uns/portraet.htm
Fachportal Pädagogik
• Fachportal Pädagogik
Das Fachportal Pädagogik ist der zentrale Einstieg in die pädagogische Fachinformation.
www.fachportal-paedagogik.de
Basic Structure of the Education System
• Basic Structure of the Education System in the Federal Republic of Germany.
www.royalsoc.ac.uk/acme/18_%20Oct_G.Kaiser_%20paper.pdf
(Re: ACME Workshop on Functional Mathematics and Specialised Diplomas, Wednesday 18 October 2006, the Royal Society, London; Advisory Committee on Mathematics Education, www.royalsoc.ac.uk/acme/confsSeminars.htm).
Documentatie
• Duitsland
www.beteronderwijsnederland.nl/?q=node/132
Konstruktivismus
• Frank Thissen, ‘Das Lernen neu erfinden – konstruktivistische Grundlagen einer Multimedia-Didaktik’, LEARNTEC 97, Europäischer Kongreß für Bildungstechnologie und betriebliche Bildung. Tagungsband, Karlsruhe 1997, S. 69-79
“Zusammengefaßt lautet die Erkenntnis: Lernen ist die aktive Auseinandersetzung eines Individuums mit der Welt und den Dingen mit dem Ziel, ein Konstrukt aufzubauen, das das Individuum in einen stabilen Zustand versetzt. Oder, um es mit den Worten Jean Piagets zu sagen: „Die Intelligenz organisiert die Welt, indem sie sich selbst organisiert.“
(Glasersfeld 1997, S. 51)
Es sieht so aus, daß die Kombination des hier beschriebenen Paradigmenwechsels in der Didaktik mit der modernen Multimedia-Technologie uns in naher Zukunft neue spannende und sehr effiziente Lernerfahrungen bieten wird. Vor dem Hintergrund der immer kürzer werdenden Halbwertzeit der Nutzbarkeit des erworbenen Wissens und der Notwendigkeit des lebenslangen Lernens (life long learning) scheint dies auch dringend notwendig zu sein.”
Inhoud: Ein paar Fragen zu Beginn; Eine traditionelle Unterrichtssituation; Neue Technik – neue Qualität ?; Bekannte Probleme; Prämissen der Nürnberger-Trichter-Didaktik Etwas über Paradigmen; Konstruktivismus, eine russische Malerschule ?; Das menschliche Gehirn ist ein relativ abgeschlossenes System; Das menschliche Gehirn organisiert sich netzwerkartig; Sprache kann Konstruktionen nicht übertragen; Konsequenzen der neuen Paradigmen für das Lernen und Lehren; Merkmale konstruktivistisch geprägter Multimedia-Lernprogramme (Simulationen; Planspiele; Mikrowelten); Fazit. (13 p.)
elib.uni-stuttgart.de/opus/volltexte/1999/233/pdf/233.pdf
Neues Lernen
• Fachtagung "Neues Lernen in der Berufsorientierung" – Neue Konzepte, Modelle und Systeme für die Berufsoptimierung, Staatliche Pressestelle (Hamburg.de), 09. April 2001
“Schulsenatorin Ute Pape hat heute im Institut für Lehrerbildung die Fachtagung "Neues Lernen in der Berufsorientierung" eröffnet. Das Amt für Schule möchte mit der Fachtagung Gelegenheit zu einem intensiven Austausch über den aktuellen Stand der fachdidaktischen Diskussion und über die Praxis an den Schulen geben. Gleichzeitig wird auf der Tagung eine neu erschienene Broschüre vorgestellt, die Projekte, Beispiele und Ideen zum Thema veranschaulicht. In ihrer Rede machte Pape deutlich, wie wichtig mehr Anwendungsorientierung und Schülerorientierung im Unterricht sei. Die Schulen müssten "neue Wege zum neuen Lernen gehen", einer dieser Wege sei das neue Lernen in der Berufsorientierung.” www.hamburg.de/Behoerden/Pressestelle/Meldungen/tagesmeldungen/2001/april/w15/mo/bsjb09.htm
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, www.beteronderwijsnederland.nl/content/wet-en-regelgeving-caos-verdragen-eu-en-oeso-beleid of verouderd: www.beteronderwijsnederland.nl/?q=node/642)
**
5. FRANKRIJK (OVERHEID EN ONDERZOEK); EU
Le ministère de l’Éducation nationale
• Le ministère de l’Éducation nationale
www.education.gouv.fr
Documentatie
• Frankrijk
www.beteronderwijsnederland.nl/?q=node/17
**
6. BELGIË (OVERHEID EN ONDERZOEK); EU
Vlaams Ministerie van Onderwijs en Vorming
• Vlaams Ministerie van Onderwijs en Vorming
www.ond.vlaanderen.be
L'enseignement en Communauté française de Belgique
• L'enseignement en Communauté française de Belgique
www.enseignement.be
Education in Flanders
• Education in Flanders. The Flemish educational landscape in a nutshell’.
www.ond.vlaanderen.be/publicaties/?nr=120 (download)
Arbeidsmarkt
• Ministerie van de Vlaamse Gemeenschap, Departement Onderwijs, ‘Arbeidsmarktrapport basisonderwijs, secundair onderwijs’, november 2005
“Binnen de vijf jaar na hun debuut voor de klas, stapt bijna één op vijf in het basisonderwijs en zelfs meer dan één op drie in het secundair onderwijs er weer uit. De hoge werkdruk en te lang wachten op de vaste benoeming zijn de belangrijkste oorzaken.”
www.ond.vlaanderen.be/schooldirect/BL503/arbeidsmarktrapport.pdf en
www.ond.vlaanderen.be/schooldirect/BL503/arbeidsmarktrapport.htm en
www.ond.vlaanderen.be/beleid/personeel
**
7 a. FINLAND (OVERHEID EN ONDERZOEK); EU
Ministry of Education
• Ministry of Education, Finland (OPM – Opetusministeriö)
www.minedu.fi/OPM/?lang=en (www.minedu.fi)
The Finnish National Board of Education (FNBE)
• The Finnish National Board of Education (FNBE)
"The national agency in charge of development of education in Finland. It is working under the auspices of the Ministry of Education."
www.oph.fi/english
The Education System in Finland
• The Education System in Finland (2004/05)
“The school system and, subsequently, compulsory education were reformed in the 1970s: the previous folk school, civic school and lower secondary school were replaced by a nine-year comprehensive school offering general basic education. At the same time, upper secondary school was separated from secondary school to form a distinct form of institution. The transition into the comprehensive school was carried out gradually between 1972 and 1978.” (4.1. Historical Overview)
“The general studies test (physics, chemistry, history etc.) as part of the matriculation examination will be reformed as from the examination period of spring 2006. The general studies test will be reformed by dividing the current multi-subject test into several tests in individual subjects. Candidates may then complete one or several tests in general studies.” (5.2.1. Ongoing Debates in General Upper Secondary Education)
194.78.211.243/Eurybase/Application/frameset.asp?country=FI&language=EN
Education system of Finland
• Review of Education Statistics in Finland, ‘Education system of Finland’
www.stat.fi/networkb2005/education_system_in_finland.html, Statistics Finland: www.stat.fi
Statistiek
• Statistics Finland, ‘Finland in figures: Education’
Finland in Figures contains key statistical data about Finland on 25 different statistical topics. International comparison data are also included.
www.stat.fi/tup/suoluk/suoluk_koulutus_en.html, www.stat.fi/tup/suoluk/index_en.html, www.tilastokeskus.fi
7 b. FINLAND (MEDIA)
Publicatie over het Finse onderwijs
• Raf Feys, Pieter Van Biervliet, ‘Masochistische septemberverklaringen over sociale discriminatie & pleidooien voor terugkeer naar jaren vijftig en voor grootschaligheid.’, Onderwijskrant, nr. 135 (oktober-november-december 2005), p. 2-9.
“2.5 Finland wordt door minister Vdb steeds als hét voorbeeldland inzake GOK beschouwd. Zo stelde Vdb: "Een land als Finland slaagt erin om vrijwel elke leerling op een hoog kwalificatieniveau te brengen" (DS, 14.01.05). Vdb vraagt zich echter niet af hoe het komt dat (ook) Finland goed scoort. De Finse onderwijskundige Thelma von Freymann wijt het succes van Finland onder meer aan de kleinschaligheid: "Scholen en klassen zijn klein. 40 % van alle scholen in het uitgestrekte Finland tellen minder dan 50 leerlingen. Massascholen met bv. 500 leerlingen zijn er bijna niet. Klassen tellen meestal maximaal 20 leerlingen. … Die kleinschaligheid maakt dat de sfeer op scholen in Finland heel familiaal is, leerkracht en leerlingen staan dicht bij elkaar." Eén van ons stelde bij het al gesignaleerde Finse schoolbezoek vast dat de scholen inderdaad kleinschalig zijn en dat er ook geen breed middenkader aanwezig is. In Finland gaat men ervan uit dat precies de kleinschaligheid de kwaliteit, het GOK-gehalte, de betrokkenheid van de leerkrachten, leerlingen en ouders … bevordert.” (p. 5; Gelijke Onderwijskansen – GOK)
www.onderwijskrant.be/kranten/ok135.pdf of via www.onderwijskrant.be (rechterkolom: ‘teksten & downloads’) en www.ond.vlaanderen.be/gok
PISA-congres in Helsinki over Fins schoolsucces
• Pieter Van Biervliet, ‘PISA-congres in Helsinki over Fins schoolsucces’, Onderwijskrant, nr. 135 (oktober-november-december 2005), p. 10-13
www.onderwijskrant.be/kranten/ok135.pdf of via www.onderwijskrant.be (rechterkolom: ‘teksten & downloads’) en www.oph.fi/info/pisahelsinki/lectures
In Finland zijn de leraren nog trots op hun vak
• Gerard Reijn, ‘In Finland zijn de leraren nog trots op hun vak’, De Volkskrant, Het Vervolg, 17 november 2007, p. 22
“Maar de Finnen hebben er wel iets aan gedaan om het prestige van de leraar hoog te houden. Al sinds dertig jaar schrijft de wet voor dat elke leraar, ook die op de basisschool, een universitaire graad heeft. De meester is altijd master. ‘En masters worden gerespecteerd’, zegt Laukkanen. ‘Het zijn geen mensen die zitten te wachten op de adviezen van het ministerie of van de directeur; het zijn mensen die weten wat ze moeten doen.”
“Weinig landen hebben zo’n uitgebreid systeem van remedial teaching en speciaal onderwijs als Finland: 20 procent van de leerlingen krijgt ermee te maken. In de rijke landen is dat gemiddeld maar 6 procent. Vooral aan problemen met lezen, schrijven en spreken wordt veel aandacht besteed. Laukkanen: ‘Dat is de basis van het communiceren. Als je niet goed leest, kun je nooit goed kennis tot je nemen.’”
zoek.volkskrant.nl/artikel?text=olli%20mattila&FDOC=0&SORT=presence&PRD=20y&SEC=%2A&SO=%2A&DAT=%2A&ADOC=0
**
8. ZWEDEN (OVERHEID EN ONDERZOEK); EU, geen Euro
Ministry of Education and Research
• Ministry of Education and Research, Sweden
www.sweden.gov.se/sb/d/2063 (www.sweden.gov.se)
The Education System in Sweden
• The Education System in Sweden (2005/06)
“In 1962 nine-year compulsory comprehensive education was introduced throughout the country by combining the seven-year elementary school sjuårig folkskolaand the four-year lower secondary school realskolainto the compulsory school grundskola. At the same time schools were given their first modern curriculum.”
“From 1 July 1991, the National Agency for Education has been responsible for approval of independent compulsory and special schools. Since 1 July 1993 pupils’ home municipalities are required to provide the funds for those attending an independent school and this has led to the establishment of many new schools.” (4.1. Historical Overview)
194.78.211.243/Eurybase/Application/frameset.asp?country=SW&language=EN
Sweden, Education
• Sweden, Education (Wikipedia: betrouwbaar/neutraal?)
en.wikipedia.org/wiki/Education_in_Sweden en en.wikipedia.org/wiki/Comprehensive_school#Sweden en
en.wikipedia.org/wiki/Sweden (zie: 'modern political system', ‘it is still the only European country with taxes that exceed 50% of GNP') en en.wikipedia.org/wiki/Welfare_state
Zie ook:
www.informaworld.com/smpp/content~content=a713631666~db=all ,
www.informaworld.com/smpp/content~content=a713726647~db=all
**
9. DENEMARKEN (OVERHEID EN ONDERZOEK); EU, geen Euro
Danish Ministry of Education
• Danish Ministry of Education
eng.uvm.dk (www.uvm.dk)
The Education System in Denmark
• The Education System in Denmark (2004/05)
194.78.211.243/Eurybase/Application/frameset.asp?country=DK&language=EN
**
10. ZWITSERLAND (OVERHEID EN ONDERZOEK); geen EU
Staatssekretariat für Bildung und Forschung SBF
• Staatssekretariat für Bildung und Forschung SBF
www.sbf.admin.ch
Information about Switzerland
• Information about Switzerland, ‘Education’
www.about.ch
Vakorganisatie
• LCH Dachverband Schweizer Lehrerinnen und Lehrer
www.lch.ch/index.html
***
11. BUITEN EUROPA
12 a. VERENIGDE STATEN (OVERHEID EN ONDERZOEK)
U.S. department of education (ED.gov)
• U.S. department of education (ED.gov)
www.ed.gov
The Institute of Education Sciences (IES)
• The Institute of Education Sciences (IES)
The Education Sciences Reform Act of 2002 established the Institute of Education Sciences (IES) within the U.S. Department of Education. IES brings rigorous and relevant research, evaluation and statistics to our nation's education system. Grover J. (Russ) Whitehurst was appointed as the first Director of IES in November 2002.
ies.ed.gov
Vakorganisatie
• The National Academies’ Division of Behavioral and Social Sciences and Education (DBASSE)
“Advisers to the nation on science, engineering and medicine.”
– National Academy of Science
– National Academy of Engineering
– Institute of Medicine
– National Research Council
www7.nationalacademies.org/dbasse/Education.html
What Works Clearinghouse (WWC)
• What Works Clearinghouse (WWC)
“The What Works Clearinghouse (WWC) was established in 2002 by the U.S. Department of Education's Institute of Education Sciences (IES) to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.”
www.whatworks.ed.gov
The Coalition for Evidence-Based Policy
• The Coalition for Evidence-Based Policy
“The Coalition for Evidence-Based Policy is a non-profit, non-partisan organization, sponsored by the Council for Excellence in Government, with the mission to promote government policymaking based on rigorous evidence of program effectiveness.”
coexgov.securesites.net/index.php?keyword=a432fbc34d71c7 of home page van ‘The council for excellence in government’ coexgov.securesites.net (via ‘programs’, ‘government performance projects’, ‘coalition for evidence-based policy’, rechterkolom ‘Evidence-Based Education Policy’)
Secondary school admission test
• Secondary school admission test
www.ssat.org
Documentatie
• Verenigde Staten
www.beteronderwijsnederland.nl/?q=node/15
Project Follow Through
• ‘Project Follow Through’ (1968-1994).
Mythe:
‘In goed onderwijs doet de docent minder, anders doet de leerling niet méér.’
Waarheid:
‘Hoe meer de docent zich voor de leerling inspant, hoe meer deze leert.’
Onderzoek: mythes en waarheden
www.beteronderwijsnederland.nl/?q=node/651 en
zie ook: www.beteronderwijsnederland.nl/?q=node/687
In het kader van president Johnson’s ‘War on Poverty’ werd opdracht gegeven voor een onderzoek (looptijd 26 jaar). Welk type onderwijs is voor achterstandskinderen het beste: ‘Basic Skills Models’, ‘Cognitive/Conceptual Skills Models’ dan wel ‘Affective Skills Models’? De eerste categorie behaalde veruit de beste resultaten. Laatste twee bevatten veel elementen van Het Nieuwe Leren.
“It may come as a shock to the layperson, but school policymakers haven't adopted Direct Instruction because they have an aversion to scientific research. Educators throw their weight behind the latest fad, then refuse to abandon it when it doesn't work. … Eschewing basic skills, the failed programs tried to teach kids how to learn on their own, or tried to raise students' self-esteem (both categories, by the way, in which Direct Instruction students excelled). In these failed programs, students had even lower reading and math scores than the control groups that had no Follow Through program.” (Billy Tashman, ‘Our Failure to Follow Through’, voorlaatste alinea)
darkwing.uoregon.edu/~adiep/ft/151toc.htm en www.jefflindsay.com/EducData.shtml en www.societyforqualityeducation.org/newsletter/dec06/rescue.pdf
Zie: www.beteronderwijsnederland.nl/?q=node/313 en
www.beteronderwijsnederland.nl/?q=node/648#comment-2793.
A nation at risk
• The National Commission on Excellence in Education, ‘A Nation At Risk. The Imperative for Educational Reform.’, a report to the nation and the Secretary of Education, United States Department of Education, April 1983.
“Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur–others are matching and surpassing our educational attainments.”
www.ed.gov/pubs/NatAtRisk/risk.html en
www.ed.gov/pubs/NatAtRisk en www.hoover.org/pubaffairs/releases/2828666.html en
chronicle.com/free/v49/i33/33b01301.htm en
findarticles.com/p/articles/mi_m0MJG/is_2_3/ai_99131049 en www.edletter.org/past/issues/2003-jf/nation.shtml en
www.ericdigests.org/1999-4/risk.htm en
www.hoover.org/pubaffairs/dailyreport/archive/2848976.html
American students failing to meet global standards
• The Center for Education Reform (press release), ‘American Students Failing to Meet Global Standards’, September 26, 2006
“American students continue to lag behind students internationally, a trend that is threatening our nation's global standing. Despite spending more than $11,000 per student annually on education, the United States ranks towards the bottom in international testing and is forced to dedicate $16.6 billion each year to remedial education for high school graduates who still lack the skills needed to go on to college or join the work force.”
www.edreform.com/index.cfm?fuseAction=document&documentID=2501§ionID=85&NEWSYEAR=2007 met rapport:
www.edreform.com/_upload/CER_JunkFoodDiet.pdf
Size of high schools
• 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
High schools for the new millennium
• 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
Algemeen
• American Educational Research Association (AERA)
“AERA is the most prominent international professional organization, with the primary goal of advancing educational research and its practical application. Its 25,000 members are educators; administrators; directors of research; persons working with testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists.”
www.aera.net
• The Library of Congress, ‘Teachers’ “Teachers. More than 10 million primary sources online.”
www.loc.gov/teachers en www.loc.gov
• Emerging Technology (EmTech)
“Over 15,000 resources organized by topics for teachers, students, and parents.”
www.emtech.net
American Federation of Teachers (AFT)
• American Federation of Teachers (AFT)
"The American Federation of Teachers was founded in 1916 to represent the economic, social and professional interests of classroom teachers."
www.aft.org en www.aft.org/about
*
12 b. VERENIGDE STATEN (MEDIA)
Amerikaanse media
• Kidon Media-Link
www.kidon.com/media-link/us.php
• Overzicht Amerikaanse kranten websites
kranten-amerika.startpagina.nl
• USA Newspapers.com
www.usanewspapers.com
Artikelen
Status en betaling exacte vakken
• Philip Greenspun, ‘Women in science’, February 2006
“Summers was deservedly castigated, but not for the right reasons. He claimed to be giving a comprehensive list of reasons why there weren't more women reaching the top jobs in the sciences. Yet Summers, an economist, left one out: Adjusted for IQ, quantitative skills, and working hours, jobs in science are the lowest paid in the United States. “ philip.greenspun.com/careers/women-in-science en philip.greenspun.com/careers
Onderwijskunde
• John Derbyshire, The Dream Palace of Educational Theorists, New English Review, December 2006
“Education is a subject I find hard to contemplate without losing my temper. In the present-day U.S.A., education is basically a series of rent-seeking rackets.” www.newenglishreview.org/custpage.cfm?frm=4844&sec_id=4844 en New English Review, funded by World Encounter Institute, USA: www.newenglishreview.org/custpage.cfm?frm=2387&sec_id=2387.
Zie Artikel John Derbyshire over Onderwijstheorie in de VS, 10 December 2006
www.beteronderwijsnederland.nl/?q=node/956
**
13 a. CANADA (OVERHEID EN ONDERZOEK)
• “Education in Canada is a provincial responsibility and, as such, there are many variations between the provinces.”
en.wikipedia.org/wiki/Education_in_Canada (neutraal/betrouwbaar?)
• ‘Departments of Education Across Canada’ (by Government of Ontario)
www.edu.gov.on.ca/eng/relsites/oth_prov.html
• The Prime Minister’s Advisory Council on Science and Technology
“The Council’s role is to review Canada’s performance in research and innovation, identify emerging issues of national concern, and advise on a forward-looking agenda with a view to positioning Canada in an international context.”
acst-ccst.gc.ca
*
13 b. CANADA (MEDIA)
Size of schools
• Frank Gue, ‘Small Can Be Beautiful. Small schools are generally better in many ways, while costing no more than large schools.’, Organization for Quality Education, March 2003, p. 8
“In 1973, economist E.F. Schumacher wrote Small is Beautiful: Economics as if People Mattered. Modern business and industry thinkers understand the virtues of smallness, but in education we still assume that newer and bigger must be better. Many people also believe that more money will automatically yield better academic results.”
“The main argument used to justify large schools is that they can be better supplied with resources such as consultants, guidance councillors, librarians, and computers. But these resources are not necessarily beneficial. For example, there is growing evidence that computers don’t help, and can hinder, education.”
www.societyforqualityeducation.org/newsletter/archives/small.pdf en www.societyforqualityeducation.org
**
14. AUSTRALIË (OVERHEID EN ONDERZOEK)
• The Department of Education, Science and Training
www.dest.gov.au
**
15. NIEUW-ZEELAND (OVERHEID EN ONDERZOEK)
• Ministry of Education
www.minedu.govt.nz en www.govt.nz
• Ministry of Research, Science & Technology
www.morst.govt.nz
**
16. JAPAN (OVERHEID EN ONDERZOEK)
• Ministry of Education, Science, Sports, Science and Technology
www.mext.go.jp/english (www.mext.go.jp)
**
17. KOREA (OVERHEID EN ONDERZOEK)
• Education in South Korea (Wikipedia: neutraal; betrouwbaar?)
en.wikipedia.org/wiki/Education_in_South_Korea
• Korean Teachers & Education Workers' Union (Wikipedia: neutraal; betrouwbaar?)
en.wikipedia.org/wiki/Korean_Teachers_%26_Education_Workers%27_Union
• Education in North Korea (Wikipedia: neutraal; betrouwbaar?)
en.wikipedia.org/wiki/Education_in_North_Korea
• Office of the Prime Minister, ‘About Korea: Society – Education, overview’
www.opm.go.kr/warp/webapp/content/view?meta_id=english&id=67
(www.opm.go.kr)
www.korea.net/korea/kor_loca.asp?code=F0201
• Korea.net, ‘Korea at a Glance’, ‘Korea's GDP ranked as world's 12th largest in 2005’.
“The number of Internet users per 100 was 66 as of 2004, the third highest in the world, following Iceland with 77 and Sweden with 75. The number of elementary students per teacher stood at 29 last year, down from 30 in 2004 and 31 in 2003.”
www.korea.net/korea/kor_loca.asp?code=K0417 en
www.korea.net/korea/kor_loca.asp?code=K04, Korea.net is the Korean government's official English homepage, www.korea.net.
• Korean Statistical Information System, ‘Education, Culture, Science’.
kosis.nso.go.kr/eng (kosis.nso.go.kr)
**
18. CHINA (OVERHEID EN ONDERZOEK)
• Ministry of Education of The People’s Republic of China
www.moe.edu.cn/english (www.moe.edu.cn)
**
19. INDIA (OVERHEID EN ONDERZOEK)
• Ministry of Human Resource Development (MHRD)
www.education.nic.in
Department of School Education and Literacy
education.nic.in/Elementary/elementary.asp
Department of Higher Education
www.education.nic.in/secondary.htm
• National council of Educational Research & Training
www.ncert.nic.in (www.ncert.nic.in/welcome1.asp)
**
20 a. VENEZUELA (OVERHEID EN ONDERZOEK)
• Education in Venezuela (Wikipedia: neutraal; betrouwbaar?)
en.wikipedia.org/wiki/Education_in_Venezuela
*
20 b. VENEZUELA (MEDIA)
• Redactie buitenland, ‘Chávez pakt scholen aan’, Het Parool, 18 september 2007
www.parool.nl/nieuws/2007/SEP/18/buit2.html
***
C. INTERNATIONALE MEDIA
Europees krantenoverzicht
• Overzicht Europese kranten websites
kranten-europa.startpagina.nl
Internationaal krantenoverzicht
• Kidon Media-link (wereldwijd)
www.kidon.com/media-link
• Worldlastnews (selectie)
www.worldlastnews.com
***
D. INTERNATIONALE LITERATUUR
1. VERENIGD KONINKRIJK (LITERATUUR)
Chris Woodhead, Class War: The State of British Education
• Chris Woodhead, ‘Class War: The State of British Education’, 2002
“In his time Class War author Chris Woodhead has been a radical 70s schoolmaster, a Local Education Authority bigwig, a Schools Inspector for both Tory and Labour administrations, and a writer on educational matters for the Daily Telegraph. Now he's put that unique experience to polemical use: this is his hugely well-informed and highly opinionated dissertation on the state of the UK's education system.”
“We now have "thinking skills" in the National Curriculum. We have "enterprise education". We have "education for sustainable development". And, as an inevitable consequence, we have less and less time for the teaching of subjects the National Curriculum was first introduced to protect.”
www.amazon.co.uk/Class-War-State-British-Education/dp/0751532789/ref=ed_oe_p/026-7689393-0926053
Brian Cox, Literacy is not enough
• Brian Cox, ‘Literacy is not enough: essays on the importance of reading’, 1999
“The last two decades have witnessed a considerable reaction to the progressive utopianism of the 1960s. In education debates all over the English-speaking world, the talk is now of competition, back to basics, league tables, the demands of the market. This reaction has gone too far. Children need to be helped not only to achieve basic literacy but to read "critically," to discriminate, to evaluate, to enjoy great literature. It is not enough to help children to achieve literacy if this simply means they read only sufficiently well to be seduced by advertisers and tabloid newspapers. The essays in this book are by people engaged in the "promotion" of English, be they primary teachers or university lecturers, novelists or poets, publishers or social commentators, politicians or professors.”
www.powells.com/cgi-bin/biblio?inkey=1-0719056691-2 en
archives.li.man.ac.uk/ead/search/eadSearchHandler?operation=full&recid=gb-0133-cox
2. FRANKRIJK (LITERATUUR)
Marc Le Bris, Et vos enfants ne sauront pas lire… ni compter !
• Marc Le Bris, ‘Et vos enfants ne sauront pas lire… ni compter !’, Éditions Stock, Avril 2004.
www.sauv.net/lebris.php (la revue de presse et les commentaires),
www.amazon.fr/exec/obidos/ASIN/2234056756/qid%3D1081281461/402-5640438-4388147
zie: www.beteronderwijsnederland.nl/?q=node/770
zie: Franse boekenlijst in artikel www.o-zon.be/teksten/proefdrukmanifest/franserefondationecole/index.html (ook hierna te vinden onder kopje Frankrijk – kritische organisaties)
L’imposture scolaire
• Alain Planche (assistant agrégé en sciences économiques et sociales, groupe de recherche en économie théorique et appliquée, université Montesquieu, Bordeaux IV), ‘L’imposture scolaire. La destruction organisée de notre système éducatif par ladoctrine des (in)competences.’ , Essai, Presses universitaires de Bordeaux, 30 août 2012, 254 p., ISBN13 9782867817748
[Alain Planche, ‘Het onderwijsbedrog. De georganiseerde vernietiging van ons onderwijssysteem door de doctrine van de (in)competentie.’, 2012]
“La doctrine qui a présidé à la destruction organisée de l’école républicaine, dont les principes ne subsistent plus qu’à l’état d’incantations, ne repose en effet sur aucune assise rationnelle. Il s’agit même d’une véritable mystification puisque ces fameuses compétences évaluables n’ont aucune existence vérifiable, que ce soit dans les enquêtes internationales comme PISA ou dans les évaluations nationales de la direction statistique du ministère.
Née d’une union contre-nature entre des néolibéraux, dont l’objectif est de « marchandiser » l’éducation, et des défenseurs de la démocratisation de l’école, la doctrine n’a conduit qu’à une dévalorisation intrinsèque des diplômes et à la conservation artificielle dans le système des élèves en échec. En succombant à la tentation, redoutée par Bourdieu et Passeron dans Les héritiers, « d’utiliser l’évocation du handicap social comme alibi ou excuse, c’est-à-dire comme raison suffisante d’abdiquer les exigences formelles du système d’enseignement », les défenseurs de la démocratisation ont simplement contribué à l’élimination de l’élitisme républicain comme principe régulateur.”
www.lcdpu.fr/livre/?GCOI=27000100728690 (résumé; sommaire; détails) of
livre.fnac.com/a4067755/Alain-Planche-L-imposture-scolaire of www.amazon.fr/Limposture-scolaire-destruction-organis%C3%A9e-comp%C3%A9tences/dp/2867817749 en Alain Planche, gretha.u-bordeaux4.fr/-planche-alain–
Zie: inleiding van ‘Wilmont’: www.beteronderwijsnederland.nl/content/77-studeren-frankrijk-dolorosa-onderwijsland-3-lezenswaardige-boeken en www.beteronderwijsnederland.nl/content/76-studeren-frankrijk-over-hoge-ambities-valkuilen-en-taaie-weerstand [eerste tekstblok onder het artikel]
Zie: commentaar van Lire-Écrire (Franse oudergroep): www.lire-ecrire.org/conseils-pratiques/lectures-commentees/livres/limposture-scolaire.html (en www.refondation-ecole.info/appel-pour-la-refondation-de-lecole.html en www.refondation-ecole.info/associations-signataires.html)
3. VERENIGDE STATEN (LITERATUUR)
Charlotte Thomson Iserbyt, The Deliberate Dumbing Down of America: A Chronological Paper Trail
• Charlotte Thomson Iserbyt, 'The Deliberate Dumbing Down of America: A Chronological Paper Trail', jaren tachtig.
“Over a twenty-five-year period research used in this chronology was collected from many sources: United States Department of Education; international agencies; state agencies; media; concerned educators; parents; legislators, and talented researchers.”
www.suite101.com/article.cfm/fourth_estate/87813/3
“Charlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education, blew the whistle in the `80s on government activities withheld from the public.
In this book you will discover:
– how good teachers across America have been forced to use controversial, non-academic
– how "school choice" is being used to further dangerous reform goals, and how home schooling and private education are especially vulnerable.
– how workforce training (school-to-work) is an essential part of an overall plan for a global economy, and how this plan will shortcircuit your child's future career plans and opportunities.
– how the international, national, regional, state and local agendas for education reform are all interconnected and have been for decades.
(niet meer leverbaar, wel te downloaden op haar website:
www.deliberatedumbingdown.com/).
Zie ook:
www.bookviews.com/BookPage/dumbdown.html en
www.enterstageright.com/archive/articles/0102/0102nes.htm en
www.educationnews.org/gen/Redefining_Education_for_Global_Citizenship.htm en
www.amazon.com/Deliberate-Dumbing-Down-America-Chronological/dp/0966707109
Diane Ravitch, Left Back: A Century of Battles over School Reform
• Diane Ravitch, ‘Left Back: A Century of Battles over School Reform', 2000
“In Left Back, Diane Ravitch explodes pervasive myths of how American schools developed in the last hundred years: "The conventional story of the twentieth century told by historians of education is about the heroic advance of the progressive education movement, how it vanquished oppressive traditionalism in the classroom, briefly dominated American schools, then lost its vitality and withered away in the mid-1950s." Ravitch, herself an eminent historian of education and the author of The Great School Wars, calls this so much malarkey. She reveals how an endless wave of reforms prevented schools from doing what they were built to do: educate children.”
www.amazon.com/Left-Back-Century-Failed-Reforms/dp/0684844176/sr=1-5/qid=1159975110/ref=sr_1_5/002-6689657-0926454?ie=UTF8&s=books
E.D. Hirsch, Jr., The Schools We Need: And Why We Don't Have Them
• E.D. Hirsch, Jr., ‘The Schools We Need: And Why We Don't Have Them’, 1996 “For over fifty years, American schools have operated under the assumption that challenging children academically is unnatural for them, that teachers do not need to know the subjects they teach, that the learning “process” should be emphasized over the facts taught. All of this is tragically wrong. Renowned educator and author E.D. Hirsch, Jr. argues that, by disdaining content-based curricula while favoring abstract – and discredited – theories of how a child learns, the ideas uniformly taught by our schools have done terrible harm to America’s students. Instead of preparing our children for the highly competitive, information-based economy in which we now live, our schools’ practices have severely curtailed their ability, and desire, to learn.” (back cover)
www.amazon.com/Schools-We-Need-Dont-Have/dp/0385495242/ref=si3_rdr_bb_product/002-3008533-9683227 en ‘back cover’, www.amazon.com/gp/reader/0385495242/ref=sib_dp_pt/002-3008533-9683227#reader-link
Zie ook:
weblog 'Het Nieuwe Leren (kritisch en positief)', onder 'Belangwekkende artikelen' www.beteronderwijsnederland.nl/?q=node/544
John Taylor Gatto, The Six-Lesson Schoolteacher
• John Taylor Gatto, New York State Teacher of the Year, 1991, 'The Six-Lesson Schoolteacher' (Auteur van Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, 1992).
www.cantrip.org/gatto.html?seenIEPage=1
John Taylor Gatto, The Underground History of American Education
• John Taylor Gatto, ‘The Underground History of American Education: A Schoolteacher's Intimate Investigation Into the Problem of Modern Schooling’, 2003 (niet leverbaar, te downloaden op website: www.johntaylorgatto.com/chapters/index.htm)
Zie ook: en.wikipedia.org/wiki/The_Underground_History_of_American_Education
www.amazon.com/Underground-History-American-Education-Schoolteachers/dp/B000A4IX46
Tom DeWeese, It Takes a Village to Destroy a Child
• Tom DeWeese (chairman of The Working Group on Education), ‘It Takes a Village to Destroy a Child’, Presented to Freedom 21 National Conference, July 12-14, 2001, St. Louis, MO
www.freedom21.org/agenda/edu-need.htm
www.freedom21.com/store-educ.htm
Charles J. Sykes, Dumbing Down Our Kids
• Charles J. Sykes, Dumbing Down Our Kids: Why American Children Feel Good About Themselves but Can't Read, Write, or Add, 1996.
www.amazon.com/Dumbing-Down-Our-Kids-Themselves/dp/0312148232/sr=1-1/qid=1159954608/ref=sr_1_1/002-6689657-0926454?ie=UTF8&s=books
The Sudbury Valley School Experience: The Art of Doing Nothing
(positief tav nieuw onderwijs:)
• Book: ‘The Sudbury Valley School Experience’ – Hanna Greenberg, ‘The Art of Doing Nothing’, sample chapter from the book, USA, 1992, (Sudbury Valley School. The cutting edge for independent children. www.sudval.org en www.sudbury.nl/zelfkennis.htm).
"Where do you work?" "At Sudbury Valley School." "What do you do?" "Nothing."
“Why not let each person make their own decisions about their use of their own time? This would increase the likelihood of people growing up fulfilling their own unique educational needs without being confused by us adults who could never know enough or be wise enough to advise them properly.
So I am teaching myself to do nothing, and the more I am able to do it, the better is my work. Please don't draw the conclusion that the staff is superfluous. You might say to yourself that the children almost run the school themselves, so why have so many staff, just to sit around and do nothing. The truth is that the school and the students need us. We are there to watch and nurture the school as an institution and the students as individuals.“
www.sudburyvalley.org/05_onli_09.html#01, ook ‘Back to Basics’ by Daniel Greenberg, ‘Learning to Trust Oneself’ by Alan White.
***
E. KRITISCHE ORGANISATIES (INTERNATIONAAL)
1. VERENIGD KONINKRIJK (KRITISCHE ORGANISATIES)
Campaign for Real Education
• Campaign for Real Education
“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
Education Forum
• Education Forum
“The Education Forum has created a culture of open debate and discussion between teachers and education professionals from a wide variety of backgrounds and perspectives.
The Forum was established in 2004 and is now in its sixth successful year. Since its inception the Education Forum has held monthly discussions in London, and now in the regions, as well as organising and contributing to national education conferences. Many members have a national profile and been involved in educational experiments as well as writing books, papers, and articles, and appearing on many Radio and TV programmes. Members have been invited to give evidence to parliamentary select committees and policy commissions.”
www.instituteofideas.com/events/educationforum.html
The Institute of Ideas
• The Institute of Ideas (IOI), London, UK
The Institute of Ideas (IOI) is committed to
– Enlightenment values: scientific and social experimentation, intellectual ambition and curiosity
– Embracing change and making history.
– Art for art's sake, knowledge for its own sake and education as an end in itself
– Freedom. To think, to act, to say what needs saying – even if it offends others
– Challenging irrational social panics
– Open and robust debate in which ideas can be interrogated, argued for and fought over
– Civil liberties with no ifs or buts
www.instituteofideas.com
**
2. REPUBLIEK IERLAND (KRITISCHE ORGANISATIES)
Parents And Teachers for Real Education (PATRE)
• Parents And Teachers for Real Education (PATRE) – religieus
“Change seems to be the order of the day in Irish schools. The whole educational system in Ireland is undergoing a radical transformation – a new education act, a network of centres to re-educate the nation's teachers, and a new curriculum to equip our children for the new Europe. The traditional national school, once so highly regarded, is now considered rigid, sectarian and favouring the advantaged. The model school of the future will be child-centred, attentive to the needs of the whole person, and a reflection of modern Ireland at "ease with itself ".
“A new Education Act gives the Minister of Education control over every other aspect of school life, something that never existed up to now. The Dept. of Education and the NCCA are redesigning the curricula for primary and postprimary schools. At the same time a network of teachers centres is retraining teachers to implement the new programmes.”
homepage.eircom.net/~patre
**
3. DUITSLAND (KRITISCHE ORGANISATIES)
Elternverein Nordrhein-Westfalen e.V.
• Konstruktivismus, Elternverein Nordrhein-Westfalen e.V., Bundesrepublik Deutschland
“Überlebensgroß erscheint auf dieser Bühne das Schülersubjekt. Während Bildung in einer heute fast schon vergessenen Tradition das Subjekt gerade in der Auseinandersetzung mit der Objektwelt sich formen lassen wollte, will der pädagogische Konstruktivismus diese Spannung aufheben und seine ganze Aufmerksamkeit auf den Subjektpol richten. Die Welt außerhalb des Ichs kommt nur in den Blick als Quelle von Perturbationen (Verwirrungen, Störungen = die Red.), die den einzelnen zur Produktion immer neuer Mutmaßungen veranlaßt. Diese 'Konstruktionen' sind es nun, die im Vordergrund des didaktisch-methodischen Interesses stehen. Zu beurteilen sind sie nicht in der Dimension von 'richtig' oder 'falsch', sondern nach ihrer Brauchbarkeit und Nützlichkeit ('Viabilität'). Aufgabe des Lehrers im Unterricht ist es dann nur noch, die Schüler zu möglichst vielen viablen Konstruktionen anzustiften und den unendlichen Austausch darüber zu organisierend.”
www.elternverein-nrw.de/elternbriefe/konstruktivismus.htm en
www.elternverein-nrw.de en www.elternverein-nrw.de/toc.htm
Landeselternschaft der Gymnasien in Nordrhein-Westfalen e.V.
• Landeselternschaft der Gymnasien in Nordrhein-Westfalen e.V., Bundesrepublik Deutschland.
www.le-gymnasien-nrw.de/vaaktuelles.htm
Gesellschaft für Bildung und Wissen
– Gesellschaft für Bildung und Wissen e.V.
"Motive für die Gründung und Ziele der Arbeit: “Die im Juni 2010 gegründete Gesellschaft dient der Auseinandersetzung mit den Grundzügen, Voraussetzungen und Folgen der gegenwärtigen umfassenden Bildungsreform von Schule und Hochschulen. Sie will Beiträge leisten zur öffentlichen Debatte über das Ziel, die Inhalte und Methoden dieser Reform. Diese Beiträge sollen durch zweierlei ausgezeichnet sein:
– zum einen durch eine möglichst sachhaltige, das Geschehen objektivierende Expertise,
– zum anderen durch die Parteinahme für die grundlegende Aufgabe des Bildungswesens, nämlich die Vermittlung von Bildung und Wissen an die nachwachsende Generation."
bildung-wissen.eu/die-gesellschaft
**
4. FRANKRIJK (KRITISCHE ORGANISATIES)
Franse Refondation-école
• Franse Refondation-école
“Naar aanleiding van de Franse presidentsverkiezingen lanceerde de Franse Refondation-école een manifest over de lamentabele toestand van het Franse onderwijs dat door honderden onderwijsmensen ondertekend werd.”
“In Frankrijk verschenen de voorbije jaren tientallen boeken en honderden bijdragen over de afbraak van het onderwijs. Laurent Lafforgue, een eminente Franse professor wiskunde, stelde voor om de leden van de pas opgerichte HCE (Haut conseil d’éducation) ook een aantal recente publicaties over ‘het verval van het Franse onderwijs’ te laten bestuderen en bespreken. Hij kreeg prompt zijn ontslag als lid van de HCE.”
(zie publicatielijst in dit artikel)
www.o-zon.be/teksten/proefdrukmanifest/franserefondationecole/index.html
Appel pour la refondation de l’école
• Appel pour la refondation de l’école
“Les causes internes de cette dégradation sont identifiées :
o. Depuis trente ans, les programmes de l’Ecole primaire se sont beaucoup appauvris sur l’essentiel, tout en affichant des ambitions démesurées sur l'accessoire. Une foule de sujets disparates, la pratique ludique des « nouvelles technologies » et la multiplication des activités périscolaires (prises sur le temps scolaire) empiètent gravement sur les apprentissages systématiques, en particulier en français et en calcul, qui sont les fondements indispensables de l'instruction (on est ainsi passé, en trente ans, de 15 à 9 heures de français par semaine au CP).
o. On a imposé, contre l'expérience des instituteurs, de nouvelles méthodes pédagogiques, fondées sur la « construction du savoir par l’élève », qui interdisent tout enseignement explicite, structuré et progressif.
o. On a dramatiquement baissé le niveau des exigences. Ainsi, au lieu de décider du passage ou non d’un élève dans la classe supérieure en fonction de son intérêt bien compris et de ses capacités à suivre, on pratique une politique de « flux ».
Les conséquences à long terme sont très graves :
o. Le déficit des connaissances fondamentales entrave lourdement la capacité à former sa pensée et à raisonner. Attention, effort intellectuel, mémoire sont affaiblis par manque d’exercice.
o. Les bases n’étant plus acquises, le travail des professeurs du secondaire devient de plus en plus difficile, voire impossible. Cette dégradation a gagné les universités, les classes préparatoires et les grandes Ecoles qui s’alarment elles aussi de la chute du niveau de connaissance et de maturité intellectuelle.”
www.refondation-ecole.net/index.php en www.refondation-ecole.net/index2.php en www.refondation-ecole.net
Reconstruire l’école
• Reconstruire l’école
“En France, on écoute les routiers, les chauffeurs de bus, les médecins, les infirmières. Plus ou moins, certes. Moins que les journalistes (nul n’échappe au détail de leurs revendications, sur trois colonnes, quand il est question de supprimer tel abattement fiscal !) ; mais on n’écoute pas les professeurs. Il est vrai que les professeurs n’ont pas vocation à se faire entendre … en dehors des murs de la salle de classe.
Mais aujourd’hui, les professeurs sont précisément menacés dans leur identité — et dans leur intégrité ! C’est à la classe, aux disciplines (et, de ce fait, à la discipline) que l’on s’attaque, comme le vestige d'un passé dont on a décrété qu'il fallait faire table rase ! Les certitudes pseudo-scientifiques des experts, ainsi que la démagogie outrancière de ce ministre, sont en train de détruire les fondements de la relation pédagogique, de transformer la communauté scolaire en lieu d’affrontement psychologique, et même physique (ce qui en est une conséquence inévitable) ; bref, elles sont en train d’introduire, "en toute beauté", la violence dans l’école.
C’est pourquoi il nous faut désormais nous résoudre à sortir de nos classes, à mettre en commun nos analyses, nos expériences, et surtout nos témoignages.
Telle est l’ambition de Reconstruire l’école. Tel est le sens des états généraux de l'éducation qui en constituent l'objectif.” (‘Historique’, onderaan)
www.r-lecole.freesurf.fr en ‘Historique’, www.r-lecole.freesurf.fr/Asso/Historique.htm
Sauver les lettres
• Sauver les lettres
“Sauver Les Lettres, collectif de professeurs d'abord en révolte contre la réforme Allègre, combat depuis mars 2000 les politiques Lang, Ferry et Fillon qui n'ont fait que la prolonger.
Ce collectif refuse la disparition de l'éveil à la pensée critique, et en particulier celle de l'étude des lettres comme discipline à part entière.
Dans le même sens, il combat plus globalement la dérive de l'enseignement induite par un constructivisme dominateur, pédagogie érigée en dogme par la loi Jospin de 1989, qui laisse à l'élève le soin d' "acquérir un savoir… par sa propre activité". Relayée par le libéralisme contemporain, cette dérive aboutit à la dégradation des programmes, à la réduction instrumentale des matières enseignées ou à leur éradication en tant que disciplines, autant de régressions qui dénaturent la mission de l'école et contre lesquelles Sauver Les Lettres réclame une véritable instruction émancipatrice pour tous.
Enfin, à l'opposé des politiques qui s'inscrivent depuis le ministère Allègre dans un même projet de commercialisation de l'Éducation (projet conforme aux directives de la Commission de Bruxelles et donc aux préconisations de l'OCDE), Sauver Les Lettres lutte pour l'organisation d'un enseignement public et laïque de qualité sur l'ensemble du territoire.”
www.sauv.net, in het Engels, www.sauv.net/who.php,
Appel pour le rétablissement des horaires de Français, 2005,
www.sauv.net/horaires.php
• Manifeste européen en défense de l’instruction et de la culture, 2006
“Nous, les soussignés enseignants, intellectuels et citoyens préoccupés de la situation de l’enseignement et de la culture au sein de l’Union Européenne.”
APS (Associación de profesores de secundaria) – Sauver les lettres – Reconstruire l’école –
GRIP ( Groupe de Recherche Interdisciplinaire sur les Programmes) –
Sociedad Española de Estudios Clásicos – AESPI – Associazione Europea Scuola e Professionalità Insegnante.
-voornamelijk Spaans, Frans en Italiaans initiatief-
www.sauv.net/meuroFR.pdf en in 7 talen, www.sauv.net/meuro.php
Le site de l'enseignement de la lecture et de l'écriture
• Le site de l'enseignement de la lecture et de l'écriture
“Nous, signataires, appelons le futur Président de la République à une refondation de l'Ecole, tout particulièrement de l'Ecole primaire. C'est une cause nationale, qui dépasse les clivages de la vie politique.”
www.lire-ecrire.org
Association des Professeurs de Mathématiques de l’Enseignement Public (APMEP)
• L’association des Professeurs de Mathématiques de l’Enseignement Public
“Les membres actifs de l’association travaillent et se réunissent sous deux formes :
Les commissions, qui réfléchissent et débattent des grands sujets de l’Education Nationale liés aux mathématiques.
Les groupes de travail, qui s’attèlent à des tâches plus spécifiques.”
www.apmep.asso.fr en 'Les associations amies':
www.apmep.asso.fr/spip.php?rubrique90
Observatoire Indépendant des Pratiques d’Education et de Formation (OIPEF)
• 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
• 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
Beter Onderwijs Nederland
• Wilmont’s blog
Onderwerpen: eindexamen en studiekeus in Frankrijk in meerdere blogs (geschreven door een in Frankrijk wonende Nederlander).
www.beteronderwijsnederland.nl/?q=blog/1803
**
5. BELGIË (KRITISCHE ORGANISATIES)
Publicatie: Onderwijskrant
• Onderwijskrant (de redactie bestaat uit leerkrachten en uit docenten hoger onderwijs).
“In de beginselverklaring van 1977 schreven we al dat modieuze hervormingen en rages die niet gedragen worden door de praktijkmensen, de kwaliteit van het onderwijs eerder aantasten dan verhogen. De voorbije 17 jaar ageerden we dan ook met aandrang tegen het doorhollingsbeleid – onder het motto ‘vernieuwen in continuïteit’ en ‘ontscholing = onderbenutting van talenten’.”
www.onderwijskrant.be (zie rechterkolom: ‘Historiek & project’)
Onderwijs – Zonder ONtscholing (O-ZON)
• Onderwijs – Zonder ONtscholing (O-ZON)
“Marc Hullebus, een Brugse leraar informatica, stuurde op 29 november 2006 een e-mail naar enkele collega's. In deze e-mail nam hij vooral het ontbreken van grondige basiskennis bij de leerlingen op de korrel. Intussen lokte zijn e-mail duizenden reacties. Ook Raf Feys, pedagoog en redacteur van het tijdschrift "Onderwijskrant", en lerarenopleider Pieter Van Biervliet reageerden. Samen met Marc Hullebus richtten ze op 2 januari 2007 de vereniging O-ZON op.
O-ZON staat voor onderwijs zonder ontscholing
Het O-ZON motto luidt: 'Meester, het mag weer!' De leraar moet opnieuw de kans krijgen om meesterlijk klas te houden en les te geven.”
www.o-zon.be en www.o-zon.be/nieuws/index.html
• Belgisch onderwijs is op drift, 16 maart 2007
www.beteronderwijsnederland.nl/?q=node/1801
Dialoogcentrum Reflectie op Opvoeding en Onderwijs (DIROO)
• Dialoogcentrum Reflectie op Opvoeding en Onderwijs (DIROO)
“Artikel 3 van de statuten stelt: "De vereniging wil in onafhankelijkheid en openheid en op wetenschappelijke basis de dialoog bevorderen over thema's inzake opvoeding en onderwijs die een maatschappelijke relevantie hebben."
www.diroo.be en www.diroo.be/pub.html en www.diroo.be/dia.html
**
6. VERENIGDE STATEN VAN AMERIKA (KRITISCHE ORGANISATIES)
Parents for Evidence Based Education
• Parents for Evidence Based Education
“Parents for Evidence Based Education is a nonpartisan, grassroots organization with the belief that education policy should be instituted based on high quality, mainstream, relevant research, rather than by the unsubstantiated "beliefs", "philosophies" and "ideas" that guide our current system.”
www.educationallycorrect.com
Commonwealth Education Organization
• Commonwealth Education Organization
“The Commonwealth Education Organization (CEO) is a non-profit, nonpartisan educational organization concerned with promoting academic values and sound fiscal management in Pennsylvania’s schools.”
ceopa.org en ceopa.org/newsletter.html
Mathematically Correct
• Mathematically Correct Nationwide organization that fights the Establishment on behalf of sanity and quality in math education.
mathematicallycorrect.com
'Where's the Math?'
• 'Where's the Math?’
"A non-partisan advocacy group of parents, educators, and community members who are working to ensure that Washington State mathematics education standards, curriculum, and assessments are coherent, academically focused, rigorous and comparable to those of top performing nations in the world."
wheresthemath.com
New York City HOLD
• New York City HOLD
"Honest open logical decisions on mathematics educations reform."
www.nychold.com
Illinois loop
• Illinois loop
"Your guide to understanding education in Illinois, USA"
www.illinoisloop.org en en.wikipedia.org/wiki/Illinois_Loop
Improve Education
• Improve Education
"Bruce Deitrick Price is a life-long novelist, painter, poet and essayist. Along the way, he was always fascinated by education: the subjects that are taught; the methods used to teach them; and why the whole process isn't more skillfully organized."
www.improve-education.org
Zie:
'Constructivism: a Primer for Parents', Improve Education, 28 januari 2010
www.youtube.com/watch?v=YkENpwnlDTI en
beteronderwijsnederland.net/node/7077
**
7. CANADA (KRITISCHE ORGANISATIES)
Society for Quality Education
• Society for Quality Education
"The Society for Quality Education is a charitable non-profit organization whose mission is to provide the facts arising from research about quality education to policy makers, legislators, educators and the public. We maintain a particular focus on the positive consequences of the introduction of market-like forces in education including charter schools, parental choice, education tax credits, and vouchers."
www.societyforqualityeducation.org
Education reform in Canada
• Education reform in Canada
www.schoolchoices.org/roo/canada.htm en
www.schoolchoices.org/roo/internat.htm en www.mackinac.org/bio.aspx?ID=180 en www.schoolchoices.org (USA)
————-
* Zie ook beteronderwijsnederland.net/blog/24 *