News / Aktuelles
Issue 4/2017: Transitions after Schools of General Education
The transitions from general to vocational education or to university and from there to the first qualified occupation belong to the individually challenging, demanding and probably most serious changes of status in the lives of young people. Even if these early decisions with regard to a type of school, a recognized occupation, or a subject of study are not irreversible, these fundamental specifications, regularly made in an early phase of life, determine ways of qualification, educational biographies, lifetime earnings, and opportunities to a high degree.
From the perspective of those who are responsible for schools, vocational education, and studies – whether they come from politics, administration, or economy, providing apprenticeship training positions –, it is important to organize the frame conditions for these status passages and transitions between school and vocational training or university in a way, that wrong decisions are minimized and transitions between these sectors are as smooth as possible.
This requires not only an always sufficient number of training positions and university places, but also a high quality system of general and vocational schools, which reflects the diversity of interests and possible vocational paths, and the graduations of which allow suitable connections to corresponding further educational institutions and qualification opportunities.
Issue 4/2017 of the journal “Die Deusche Schule” deals with the transitions school–occupation and school–university and the individual challenges they pose. The articles focus on the educational and vocational system itself, the transitional paths, which have been established by it, and the graduates’ decisions for courses of education.
Published in 2016: Supplement 13 of the DDS with the topic
"Qualification for Language Promotion"
The 13th supplement of the DDS deals with programs and projects for the professionalization of schoolteachers and educational staff. It has been emphasized time and again that systematic language facilitation is necessary for all pupils, especially for those who grow up multilingually. It follows, firstly, that we need different concepts, which are adapted to the respective linguistic requirements, and, secondly, that various concepts and programs are required which include all parties involved in the educational process: children and youth, parents, and especially pre-school educational staff, schoolteachers, and those who are teaching this staff.
On the one hand, the articles of this supplement consider programs, which shall ensure that all teachers in all phases of teacher training have to deal with questions of linguistic education, and on the other hand, they present results from various (inter-)national empirical studies, which show how broad the spectre of the issues to be studied is, in order that linguistic education can be implemented in the multilinguistic school at all levels and that all actors will be involved.
Interesting for Educational Scientists: The whole series "Educational Research - Disciplinary Approaches" as Special Collection
With the issue "Educational Research - Disciplinary Approaches", the journal DDS is starting a new series - the so-called "Special Collections". Thereby contributions from the journal regarding special topics shall be jointly published in irregular intervals in order to make them availabale to a public other than the subscribers. The issues are available as e-books or as books on demand.
The first issue of the "Special Collections" comprises the articles which were published from 2011 to 2015 in the series "Educational Research - Disciplinary Approaches".
Empirical educational research is not only issue and field of work of a single discipline, but its embedment is highly interdisciplinary. Educational science, psychology with its subdiscipline educational psychology, and educational sociology are involved, moreover economis of education, educational geography, and also political science, insofar as it deals for example with questions of education political governance. With regard to norm-setting processes, jurisprudence is involved, too. For some time past, neurosciences also raise the claim to make an empirical contribution to educational processes.
In order to facilitate a broad reception of empirical educational research and to introduce it to the administrative and/or political discourse, it is important to know the specific approaches of the discipilines to the issue, as the case may be also their specific limitations, in order to take them duly in consideration. This volume wants to make a contribution to this end.
Order the DDS or subscribe to the journal also online as PDF! You have the opportunity to order single articles (for 5,- €) or complete issues of the DDS in PDF format and an online-subscription of the journal via the homepage of Waxmann.
For an online order of issues or single articles, or for an online subscription please write a mail to orderwaxmann.com.
You may also order a free sample copy. Just write a mail to orderwaxmann.com.