A look back: On December 19, 2008, the leaders of the parties SPD, Bündnis 90/The Greens and CDU agreed the “Bremen Consensus on School Development”. In this consensus, the parties agreed to change the Bremen school system to a two-part structure of Gymnasien (academic high school) and Oberschulen (comprehensive high school), both of which, as like-for-like forms of education, lead to the Abitur (high-school diploma). In addition, following the UN Convention on the Rights of Persons with Disabilities of 2006, it was agreed that pupils with special educational needs would no longer be taught in separate special education schools or centers and that in their place an inclusive school system would be developed.
Overall, the educational goal targeted by the reform is to increase the efficiency of schools as well as to promote equal opportunity in education. In order to evaluate the success as well as the problems and challenges of this process, last year a group of education and school researchers was commissioned to carry out an evaluation of this structural school reform.
Event presents the main results
The report of the expert group is now available. The event deals with the main results of the reform and presents an opportunity for discussion together with students, teachers, and Bremen school pupils. In particular, the audience should be made aware of the possibilities and limitations of such an evaluation as well as the complexity and limited linear controllability of educational reform and school development.
Part of the “Shaping Interfaces” project
The event is part of the “Shaping Interfaces” project at the University of Bremen, which in turn belongs to the program “Quality Offensive Teacher Training”, which is funded with 2.7 million euro by the Federal Government and the Länder. “Our aim is to promote practice-oriented education that takes account of school reality”, says the project leader Professor Sabine Doff. With this in mind, teaching practicals are to be anchored in teacher training right from the beginning, and the three phases of training – teacher education, the mandatory period of in-school teaching practice and learning at work – should be more closely interlinked. Under the guiding principle of reflection-oriented teacher training, the University of Bremen has bundled four subprojects, each with different strategies but with the shared aim of integrating the different elements and phases of teacher education and the innovative qualification concept "Dual Doctorate".
More information under:
www.uni-bremen.de/qualitaetsoffensive (in German only)
If you would like to know more about this topic, feel free to contact:
Dr. Marion Wulf
Project Shaping Interfaces
Center for Teacher Education
University of Bremen
Phone: +49 421-218 61902
Email: wulfprotect me ?!uni-bremenprotect me ?!.de
