Von der Qualitätsmessung zur Qualitätsentwicklung

Die Notwendigkeit eines Perspektivwechsels zum Transferproblem

empirisch erhobener Daten der Bildungsforschung in die schulische Praxis

The Transition of Measuring Educational Quality

to Improving Educational Quality

The Need for an Alternative Approach to the Knowledge Transfer Problem

in Germany’s Educational System

 Sarah Deserno

Abstract

In alignment with Van Ackeren’s and Klemm’s (2009) educational analogy of Germany having missed the modernization train of developed countries, it can be stated more precisely that Germany seems to constantly measure its own train’s speed with its institutional players, equipment, and ergonomics while under changing weather conditions in order to improve its own performance. This great amount of collected data, however, is only seldom used to actually catch up to the modernization train. This analogy is based on the strategy of the German Standing Conference of the Ministers of Education and Cultural Affairs which aims to collect data to improve educational quality. However, the potential of such data is not being used to its full extent to achieve this aim. The root of this insufficient data usage cannot be found in a missing scientific understanding of the knowledge transfer problem or the absence of suggested solutions. Therefore, this article presents the need for an alternative, sociological approach to the knowledge transfer problem in Germany’s educational system.

Keywords:

educational quality, knowledge transfer problem, data usage, improving, sociological approach.

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