Silvesterraketen As `PISA ' was hounded by the media, it had the entertainment value of a few New Year's rockets announcement ignited a short hiss, popping a couple of colorful balls, then darkness, and somewhere is the annoying rest
how it was with the release of the new PISA results, and "entertainment value" is not even the wrong term. The television and print media provided the above sequence pattern: It was announced that the results of a new PISA study would be published by the OECD, a few individual results were flash point presented to television viewers and newspaper readers, hardly explains some relevant monosyllabic commented on and they were already gone from the focus of attention: Next topic, terror alert, Wikileaks, snow weather .... no matter what.
And, on closer inspection and more sophisticated approach is the sad realization that here - for present and future, fundamentally important - Item already in the presentation by the media hardly noticed and in its full meaning and scope probably not understood nearly was.
Even before the publication date of Pisa was marketed as a headline, Germany are now just inside the first division, but not to Champions League level. And already there - on this incredibly poor basis - the first titles and comments, mostly critical. Thus, the RP subtitles from 12.08.2010 on the first page: "German students stay mediocre."
And on the day of publication and in these suffered the presentation of results not only in the rush to be compared not only to so late with the competing media. So in most cases, the press releases 'quotes' or possibly scoured the summary. The result: The ever-repeated message that math and science you have to improve in Germany, in reading as well as not. And then fast nor informed that it was not in reading among young people well ordered, be with the girls a little less bad than in boys.
It was often easy to see that not a few editors apparently `reading 'and' Reading 'used interchangeably. It would be - even for lay people - have been easily possible to make clear from the examples presented tasks, what reading comprehension for the differentiated process really required of the subjects were. And so, according to intervene quickly becoming solution proposals - more coercion or incentives to read (depending on the liberality) - too short to read as quickly and accurately is still only the first, albeit a vital important step to improve des Leseverstehens.
Und übrigens – für Profis eine Selbstverständlichkeit: Die Förderung des Leseverstehens ist eine Aufgabe aller Fächer.
Nahezu unabhängig von dem Stand der Länder im Ranking und insbesondere ohne Ansehen ihrer Schul- und Bildungsstrukturen entfaltete sich auch wieder mit rasanter Geschwindigkeit die leidlich bekannte Ideologie-Debatte: Wir brauchen mehr Gesamtsysteme! Und als zusätzliche Variante: Wir brauchen mehr Ganztagsschulen! So Fraktionsgeschäftsführer Oppermann, SPD, indem er alle Kinder aus „Nicht-Akademiker-Haushalten“ für grundsätzlich benachteiligt erklärte wie auch Grünen-Vorstand Özdemir, der flugs den Ganztag flächendeckend als Regelschule einforderte.
Kein Wort dazu, ob sich die – aufgrund vorhergehender Pisa-Ergebnisse - als beispielhaft gepriesenen skandinavischen Länder denn in ihrem Stand überhaupt haben halten können.
In der Tat haben sich nämlich im Bereich des Leseverstehens Schweden um 19 Punkte, Finnland um 11 Punkte sowie Norwegen und Dänemark um 2 Punkte verschlechtert und Deutschland um 13 Punkte verbessert?
War das mangelndes Leseverstehen der Redakteure oder bewusstes Verschweigen, weil das nicht ins ideologische Vorurteil passte? Hatten doch vorher etliche deren Gesamtsysteme (egal, ob sie wirklich strukturell schlicht darauf zu reduzieren waren) als Hauptgrund für deren „Überlegenheit“ ausmachen wollen.
Kein Wort davon, dass die Gymnasien in Deutschland nach wie vor eine der festen Säulen sind, die im internationalen Vergleich in der Spitzengruppe liegen und damit insgesamt ein zufriedenstellendes Abschneiden garantieren.
Kaum irgendwo zu lesen, was denn etwa die Förderung frühkindlicher Bildung, die Veränderung der Didaktik im Bereich Mathematik und Naturwissenschaften, das Einwirken auf die Einstellung der Elternhäuser zu Schule und Bildung oder die erhöhte Intensität, mit der Risikoschüler gefördert wurden, wirklich an Verbesserungen bewirkt haben.
Wer hat je gelesen, wie in Korea, dem Mathematik-Sieger, dieses Fach unterrichtet wird? Wer hat gelesen, as Shanghai, Hong Kong or Singapore, the natural sciences - the fact they are the best - be taught? Could this have to do with teaching methods, which we regard to our educational goals simply do not like that? There are so many lectures at universities, because that is an extremely dense form of fuel switching - we do so primarily to convert about chalk and talk with the teacher lectures? Do we want the rankings to regain some of the country by private tuition and additional learning their structures to achieve really well?
Who has read the following: "The PISA results indicate that systems, the higher teacher salaries priority grant from smaller classes, generally get better performance, which is consistent with research showing that an increase in teacher quality is an effective way to improve student achievement as the creation of smaller classes. "?
- What could that mean for a teaching unit grades when A-14 for all is not affordable?
- What could that mean for the Bachelor-Master structure of teacher training?
Getting back to the image of the burned-out rocket. Here, this comparison is misleading, because the sleeves are not nearly empty after the first fireworks.
On the contrary, now just starting to get quite the work on the detail of the reports and careful in reacting to the consequences for our education and training system.
which hears and reads but now almost nothing.
Instead, you have to take head-shaking note that NRW is not the five countries will join who want to develop a common school-leaving examination.
- I am sure that the minority government has no interest in it given comparability.
Instead, we must watch how the states are drifting apart in their school policy on and on.
And as the motor of such developments, not in Pisa results or sound technical studies is, but with the authors of party programs, one will be must continue to accept that we give clear even with such a topic such as school education and the flares of our short attention, but let us already fascinated by another, completely different event.
Thus we are mistaken if we think the information society is also already a knowledge society.
We take a myriad of information - mostly those that lie on the surface.
knowledge but only following the effort to develop facts in the deep structures, to evaluate and properly allocate the resources available - and not static, but as a continual process of improvement.
In PISA 2010 we have but usually not even bothered to take more than a few headlines. One, two or three missiles were.
think one of the many rockets again, though, the rise of New Year's Eve for a few seconds in the sky.
But please do not out simply to do just a good school and education system. - This works even when shooting stars.
