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The PISA-Research and its Political and Educational Implementation in Germany in the years 2001-2004

100%
Tillman K.-J.
Kwartalnik Pedagogiczny
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2005
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vol. 50
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issue 2(196)
91-105
EN
The question 'What are the results of PISA (Programme for International Student Achievement) research' was discussed in Germany since December 2001, arguably most fervently out of all 32 countries taking part in said research. Many different - often contradictory - propositions with political-educational and scholar-pedagogical character have been put. The author tries to answer the question 'What is new in PISA research', what is different from earlier studies of this kind, is it simple continuation or if it is significantly innovative. He considers 4 main aspects of the issue: approach of the research, results of the research, public debate over them and attitude of educational policy toward results of the research. He asks: (1)- Does PISA present new research approach and new quality of empirical pedagogical research? Answer for the first part of the question is definitely 'no'. However, a certain qualitative progress is clearly seen - at least in comparison to similar research made in the 70's and the 80's of 20th century; (2)- Do we have, since publication of the research result, the rise of the intensivity of public debate over them ? Lots of experts claims that it's true (rapid rise of the number of press articles devoted to PISA issue, warning against 'educational disaster'); (3)- What do we know from PISA research about German educational system ? About several alarming phenomenons: German education is very selective in the social sense; in the international comparative perspective results of the education in different subjects can be considered, at best, as modest; immigrants' children have very bad pedagogical opportunities. It's not true, that this issues were known about since very long time; (4)- How PISA research result are used in political-educational sense? Do we have a new quality? Results of the research were supposed, in the intention of its creators, to serve for educational plans and decisions-makers on central level. They would have to analyze them and use in order to steer better particular schools. Though all union countries ('lands') agreed on catalogue of the 7 most important enterprises, which need to be taken in order to heal the situation in education, nevertheless it is difficult with implementation of them in different 'lands'. The author analyzes situation in the biggest one - Nordrhein-Westfalen. It's there where he implemented supervised by him, his own, research project devoted to delete deficits diagnosed in PISA research. It is claimed in the summary, that 'PISA process' has not yet been finished. While research results from 2000 had not yet been 'consumed', in 2004 were published first results of 2003 research, and in 2006 new research comes up.
2

TEACHER IN THE CONTEXT OF EDUCATIONAL POLICY: INDEPENDENT PROFESSIONAL OR HIRED HAND

100%
Dylak S.
Rocznik Pedagogiczny
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2005
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vol. 28
75-84
EN
In author's view the didactical 'materialism' present in our school system means 'teaching about the knowledge' but not 'building the knowledge' and stressing its role in human life. This approach is supported by the school reform based on standards and tests. Imple- mentation of teching standards results in shifting of educational control from the level of local authorities and elected school boards to the level of central authority which might lead to the appropriation of knowledge and education by politicians.He sees three examples of political involvement within the educational system: -attempts at limiting access to pre-school education; -limiting access to the 'licea ogolnoksztalcace' (senior secondary schools), -inadequate financing of research efforts. Obviously only a teacher who is independent in professional thinking and is able to construct her/his pedagogical knowledge might be a key person in educational change. Hence the role of the system of teacher education is of utmost importance. If teachers are knowledge consumers when educated and if they are receiving second-hand knowledge, they build the knowledge isolated from the real school and life practice and needs. Teachers who are only 'instructed' are cognitively incapacitated and dependend on official knowledge. Such teachers will not teach but instruct their pupils as well.
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