Research on Students' Participation Right in Internal Governance of Universities

The state is vigorously promoting the modernization of educational governance ability and governance level and building a high-level university. Students are the basis for the survival and development of the university. Paying attention to students' participation right is the need to adapt to the development of democratic society and promote the modernization of internal governance of the university. The development history of students' participation right has experienced a long process. It is also a key point of the internal reform of colleges and universities and a legal right allocation to balance various stakeholders. Today, with the popularization of higher education, we should pay attention to students' participation right and promote the modernization of university governance system and governance ability.

Education governance and the role of the headteacher: The new policy problem in Scottish education

As part of the current Review of Education Governance in Scotland, the Headteachers’ Charter is perceived as a central policy solution. The Charter changes the responsibilities of the headteacher by altering the relationship between headteacher and local authority, and thereby bringing about changes to the governance of education. If these changes are perceived as the solution, what is the perceived policy problem? This article examines policy documents to explore the policy problem using Bacchi's (2012a) ‘what's the problem represented to be’ (WPR) approach, which uses a framework of six questions to analyse policy texts. The article begins with a brief overview of the policy programme, the ‘Empowerment Agenda’. The article discusses Bacchi's WPR analysis framework and then presents the findings, using this framework. The article ends with a discussion of the impact of the reform of educational governance including the Headteachers’ Charter on the role of the headteacher.

COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems

This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to increased social inequality in education serve as a starting point for the argumentation. The paper contends that together with the temporary changes in the style of educational governance, in the medium term an exacerbated social inequality in education can cause a potential trust problem for the central actors imposing the measures. To support this line of reasoning, the exploratory study describes the context conditions which are relevant for the implementation and participation in digitalized distance education (measures, access and competent use of digital devices in education, level of trust) and combines them with the findings of a qualitative analysis of relevant documents from three European countries (Czech Republic, Denmark, Germany). A neo-institutional view is applied to exploring the implications of the changes in education governance and their potential side-effects on trust.

School Reform, Educational Governance, and Discourses on Social Justice and Democratic Education in Germany

In Germany, at the beginning of the 2000s, the Programme for International Student Assessment (PISA) not only served as a catalyst for the development and implementation of an overall strategy for quality assurance and development of the state school systems. The school effectiveness movement has also brought the issue of educational inequality, which had been lost out of sight in the 1980s, back on the agenda. In ongoing reforms, the improvement of the educational success of children and young people with a migration history and/or a socioeconomically deprived family background has been declared a priority. However similar to the situation in Anglo-American countries, where output-oriented and data-driven school reforms have been implemented since the 1980s, considerable tensions and contradictions became visible between the New Educational Governance and a human rights- and democracy-oriented school development. A Foucauldian discourse analysis of central education and integration policy documents at the federal political level from 1964 to 2019 examined how, and with what consequences, demands of inclusion, social justice, and democracy were incorporated, (re)conceptualized, distorted, or excluded in the New Educational Governance, which was a new type of school reform in Germany. The results of the study indicate that the new regulations of school development are far from shaping school conditions in a human rights–based understanding of inclusion and democratic education. The plethora of measures taken to improve the school success of children and young people with a history of migration (in interaction with other dimensions of inequality such as poverty, gender, or special educational needs) is undermined by a far-reaching depoliticization of discourse and normative revaluations. In the interplay of epistemology, methodology, and categories of school effectiveness research with managerialist steering instruments, spaces for democratic school development and educational processes, in which aspects of plurality, difference, and discrimination can be thematized and addressed in concerted professional action, appear to be systematically narrowed or closed. But the case of Germany also discloses some opposed tendencies, associated with the strengthened human rights discourse and new legislation to combat discrimination.

„Da baut sich was auf, da ist jemand, der ist verlässlich da, der hat auch Geld“ – Akteurskonstellationen, Handlungskoordination und Leistungen in fragilen organisationalen Strukturen am Beispiel der arbeitsorientierten Grundbildung

ZusammenfassungDer Beitrag untersucht anhand der theoretischen Ansätze der Educational Governance und des Neo-Institutionalismus die Steuerung in dem, bezüglich Finanzierung und Angebotsentwicklung fragilen Feld der arbeitsorientierten Grundbildung. Dabei wird fokussiert, wie soziale Ordnungen über die Koordination von Handlungen in verschiedenen Akteurskonstellationen pädagogische Leistung möglich machen. Konkret geht es darum, herauszuarbeiten, welche institutionellen und organisationalen Strukturen in der arbeitsorientierten Grundbildung erkennbar sind und welche Formen der Handlungskoordination zwischen Akteuren welche pädagogischen Leistungen zustande kommen lassen. Empirische Befunde weisen auf ein differenziertes und unterschiedlich dichtes Mehrebenensystem hin, in dem die Akteure über unterschiedliche Formen der Handlungskoordination Leistungen sichern und weiterentwickeln.

Innovationsmanagement im bayerischen Berufsbildungssystem - eine rekonstruktive Studie zur Implementierung von Innovationen an bayerischen Berufsschulen

Die digitale Transformation wirkt sich in allen Lebensbereichen aus. Sie hinterlässt ihre Spuren mittlerweile nicht nur in Wirtschaft, Politik und Gesellschaft; auch in der Bildung werden immer mehr Innovationsprozesse angestoßen, um Themen der Digitalisierung zeitgemäß abzubilden und umzusetzen. Dies betriff vor allem die wichtigste Schnittstelle zwischen Unternehmen und Schulen: die berufliche Bildung. Die vorliegende Studie beschäftigt sich mit der Gestaltung von Innovationsprozessen im Bayerischen Berufsschulsystem am Beispiel des verbindlichen Medienkonzepts. Sie betrachtet die Organisation dieser Prozesse von der Makro- bis zur Mesoebene und fokussiert dabei auf die Akteure und ihr Innovationshandeln vor dem Hintergrund aktueller Erkenntnisse des Neo-Institutionalismus sowie der Educational-Governance-Forschung. Nach einer eingehenden Beschreibung des Forschungsfeldes, sprich des Medienkonzepts, seiner Voraussetzungen, seiner Zielsetzung, seiner Entwicklung und der Rahmenbedingungen seiner Einführung folgt eine Rekonstruktion theoretischer Erkenntnisse zu Innovationsprozessen in Bildungsorganisationen. Anschließend wird die Durchführung einer empirischen Untersuchung beschrieben, deren Ergebnisse Hinweise auf das Innovationshandeln der betroffenen Akteure von der Makro- bis zur Mesoebene geben sollen. Hierbei wird insbesondere den Wahrnehmungen und Einschätzungen der Akteure zu den Gelingensbedingungen von Innovationen Raum gegeben. Abschließend werden die Ergebnisse der theoretischen und der empirischen Rekonstruktion kontrastiert und Hemmnisse bzw. Treiber erfolgreichen Innovationshandelns in Bayerischen Berufsschulen identifiziert. Digital transformation is having an impact on all areas of life. It is now leaving its mark not only in business, politics and society; In education, too, more and more innovation processes are being initiated in order to map and implement topics of digitization in a contemporary way. This concerns above all the most important interface between companies and schools: vocational training. The present study deals with the design of innovation processes in the Bavarian vocational school system using the example of the obligatory media concept. It considers the organization of the processes from the macro to the meso level and focuses on the actors and their innovation actions in the context of current findings of neo-institutionalism and educational governance research. After a detailed description of the research field, i.e. the media concept, its prerequisites, its objectives, its development and the framework conditions of its introduction, a reconstruction of theoretical findings on innovation processes in educational organizations follows. . Subsequently, the implementation of an empirical study is described, the results of which should provide clues to the innovation actions of the affected actors from the macro to the meso level. In particular, space is given to the perceptions and assessments of the actors on the conditions for the success of innovations. Finally, the results of the theoretical and empirical reconstruction are contrasted and obstacles or drivers of successful innovation action in Bavarian vocational schools are identified.