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PISA for Development ZEP : Zeitschrift Für Internationale Bildungsforschung Und Entwicklungspädagogik 38 (2015) 4, S Ward, Michael; Zoido, Pablo PISA for Development ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 38 (2015) 4, S. 21-25 Empfohlene Zitierung/ Suggested Citation: Ward, Michael; Zoido, Pablo: PISA for Development - In: ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 38 (2015) 4, S. 21-25 - URN: urn:nbn:de:0111-pedocs-140730 in Kooperation mit / in cooperation with: http://www.uni-bamberg.de/allgpaed/zep-zeitschrift-fuer-internationale-bildungsforschung-und-entwicklungspaedagogik/profil Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches We grant a non-exclusive, non-transferable, individual and limited und beschränktes Recht auf Nutzung dieses Dokuments. Dieses right to using this document. 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Jahrgang, Heft 4, 2015 ISSN 1434-4688 ZEPZeitschrift für internationale Bildungsforschung und Entwicklungspädagogik Mit: Mitteilungen der DGfE-Kommission Vergleichende und Internationale Erziehungswissenschaft 4'15 Bildungsmonitoring • Methodische Reflexionen zur Teilnahme von Ländern der Entwicklungszusammenarbeit an internationalen Vergleichsstudien • Evidenzbasierte Entwicklung von Bildungserträgen durch Assessments • PISA for Development • PIAAC: Kompetenzfeststellung und -debatte in Spanien WAXMANN 1'15 ZEP Editorial n den Diskursen um Bildungsmonitoring beit. Damit ist das Ziel verbunden, den Blick dikatoren für Assessments vorgelegt, die po- wird seit der Jahrtausendwende vermehrt auf die Bedeutung von Vergleichsstudien in tenziell zu einer Verbesserung von Bildungs- Iüber Leistungsfähigkeit von Bildungs- Ländern der Entwicklungszusammenarbeit zu qualität beitragen können. systemen diskutiert. Über die regelmäßige richten und nach den spezifischen Herausfor- In ihrer leitenden Position für die neue Messung von Kompetenzen und Bildungser- derungen zu fragen, wenn internationale Ver- Studie „PISA for Development“ beschreiben trägen soll insbesondere bildungspolitischen gleichsstudien in Ländern durchgeführt wer- Michael Ward und Pablo Zoido aus der Per- Akteuren evidenzbasiertes Steuerungswissen den, in denen bisher keine oder nur begrenzte spektive der OECD Details zur Konzeption an die Hand gegeben werden, das als Grund- Erfahrungen mit Assessment-Strukturen vor- und zur geplanten Durchführung der PISA- lage für Entscheidungsprozesse und Bildungs- liegen. Damit wird das Ziel verfolgt, der inte- Studie in Ländern der Entwicklungszusam- reformen genutzt werden kann. Damit wird ressierten Leserschaft einen fundierten Über- menarbeit. Dabei werden die Besonderheiten darauf abgezielt, die Qualität von Bildungs- blick in die aktuellen Diskussionen zu der geplanten Instrumentierung (z.B. die systemen zu verbessern und zu sichern. Dass Assessment-Studien, die im Sinne eines län- Haushaltserhebung von Kindern, die keine solche internationalen Vergleichsstudien zu- gerfristigen datenbasierten Bildungsmonito- Schule besuchen) ausführlich dargestellt. nehmend auch für Länder mit mittleren Ein- rings zunehmend auch in Ländern der Ent- Rudolf Tippelt beschäftigt sich in seinem kommensstrukturen und für Länder der Ent- wicklungszusammenarbeit durchgeführt wer- Beitrag mit der Frage, inwiefern internationa- wicklungszusammenarbeit relevant werden, den, zu geben. le Vergleichsstudien, die sich mit den Kompe- zeigt deren wachsende Teilnahmefrequenz bei Das vorliegende Heft umfasst daher die tenzen der erwachsenen Bevölkerung ausein- den letzten sechs PISA-Zyklen ebenso wie die folgenden vier Themenbeiträge. andersetzen, zum Monitoring von Bildungs- Konzeption der OECD-Studie PISA for Devel- Sarah Lange zeigt mit ihrem Artikel me- systemen beitragen. Dazu werden empirische opment. Mit solchen internationalen Perspek- thodische Herausforderungen auf, die mit der Ergebnisse zur Rezeption der PIAAC-Ergeb- tiven auf Bildungsmonitoring sind für die je- Teilnahme von Ländern der Entwicklungszu- nisse von weniger stark abschneidenden Län- weiligen Länder unterschiedliche Heraus- sammenarbeit an Vergleichsstudien verbun- dern in der Bildungspolitik am Beispiel Spani- forderungen und Chancen verknüpft. Im den sind. Ausgangspunkt hierfür ist die Ana- en diskutiert. Kontext dieser zunehmenden Bedeutung von lyse der bisherigen Teilnahme von Ländern der Zudem umfasst die vorliegende Ausgabe international angelegten Assessments stellt Entwicklungszusammenarbeit an TIMSS und Anmerkungen zur Neuauflage des Orientie- sich insbesondere die Frage, wie für Staaten PISA. Auch die Rolle von regionalen und na- rungsrahmens für den Lernbereich Globale mit sehr divergierenden Voraussetzungen Bil- tionalen im Vergleich zu internationalen Ver- Entwicklung, Rezensionen sowie Informati- dungsmonitoring gestaltet werden kann. gleichsstudien wird diskutiert. onen zum Globalen Lernen und der internati- Vor diesem Hintergrund befasst sich das Annette Scheunpflug, Petra Stanat, Feli- onalen Bildungsforschung. Heft mit der Reflexion international verglei- citas Thiel, Harm Kuper und Bettina Hannover chender Studien – wie dem Programme for the diskutieren die Relevanz und die Möglich- Neue Erkenntnisse und Anregungen für eine International Assessment of Adult Competencies keiten des Ausbaus einer Evidenzbasierung Weiterbeschäftigung mit dem Thema wünschen (PIAAC) und PISA for Development – sowie durch Assessment-Studien in Ländern der mit konstruktiven Überlegungen für ein län- Entwicklungszusammenarbeit. Im Kontext Sarah Lange, Rudolf Tippelt, Julia Franz der- und kultursensibles Bildungsmonitoring der Überlegungen zu einem ‚länder- und kul- in Ländern der Entwicklungszusammenar- tursensiblen Monitoring‘ werden Qualitätsin- Bamberg/München/Tübingen Januar 2016 Impressum Redaktion: ZEP – Zeitschrift für internationale Bildungs- Barbara Asbrand, Claudia Bergmüller, Hans Bühler, Asit Datta, Julia Franz, Norbert Frieters-Reermann, forschung und Entwicklungspädagogik Heidi Grobbauer (Österreich), Helmuth Hartmeyer (Österreich), Susanne Höck, Karola Hoffmann, Ulrich ISSN 1434-4688 Klemm, Gregor Lang-Wojtasik, Sarah Lange, Volker Lenhart, Claudia Lohrenscheit, Bernd Overwien, 0DUFR5LHFNPDQQ$QQHWWH6FKHXQSÁXJ%LUJLW6FK|ZHQGHU.ODXV6HLW] Susanne Timm, Rudolf Tippelt Herausgeber: Gesellschaft für interkulturelle Bildungsforschung Technische Redaktion: und Entwicklungspädagogik e.V. und KommEnt 6DELQH/DQJ YHUDQWZRUWOLFK 6DUDK/DQJH 5H]HQVLRQHQ 0DUNXV=LHEDUWK ,QIRV Schriftleitung: $QQHWWH6FKHXQSÁXJ Anzeigenverwaltung: Waxmann Verlag GmbH, Martina Kaluza: [email protected] Claudia Bergmüller Abbildungen: (Falls nicht bezeichnet) Privatfotos oder Illustrationen der Autoren Redaktionsanschrift: Titelbild: © Pixel Embargo, www.fotolia.com ZEP-Redaktion, Lehrstuhl Allgemeine Erscheinungsweise und Bezugsbedingungen: erscheint vierteljährlich; Jahresabonnement EUR 20,–, Pädagogik, Markusplatz 3, 96047 Bamberg Einzelheft EUR 6,50; alle Preise verstehen sich zuzüglich Versandkosten; zu beziehen durch alle Buch- Verlag: handlungen oder direkt vom Verlag. Abbestellungen spätestens acht Wochen vor Ablauf des Jahres. Waxmann Verlag GmbH, Steinfurter Straße 555, Das Heft ist auf umweltfreundlichem chlorfreien Papier gedruckt. Diese Publikation ist gefördert 0QVWHU7HO von Brot für die Welt – Evangelischen Entwicklungsdienst, Referat für Inlandsförderung, Berlin. E-Mail: [email protected] 38. Jahrgang, Heft 4, 2015 ISSN 1434-4688 ZEPZeitschrift für internationale Bildungsforschung und Entwicklungspädagogik Mit: Mitteilungen der DGfE-Kommission Vergleichende und Internationale Erziehungswissenschaft 4'15 Sarah Lange Themen 4 Methodische Reflexionen zur Teilnahme von Ländern der Entwicklungszusammenarbeit an internationalen Vergleichsstudien Annette Scheunpflug/Petra Stanat/Felicitas Thiel/ Harm Kuper/Bettina Hannover 13 Evidenzbasierte Entwicklung von Bildungserträgen durch Assessments – Überlegungen zu einem länder- und kultursensiblen Monitoring in Ländern der Entwicklungszusammenarbeit Michael Ward/Pablo Zoido 21 PISA for Development Rudolf Tippelt 26 PIAAC: Kompetenzfeststellung und -debatte in Spanien Kommentar 31 Anmerkungen zur Neuauflage des Orientierungsrahmens für den Lernbereich
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