Education management in Germany
https://doi.org/10.26425/2658-3445-2022-5-1-69-79
Abstract
Russia is actively reforming the state control and supervisory functions in the various spheres of activity. In education, the reform has launched in 2020. The purpose of risk-oriented model of the organisation of control and supervisory activities is to reduce the number of inspections and administrative pressure on business, increasing the legally protected values protection level. Since the risk-oriented model is being introduced again for Russia, it is relevant, in this regard, to analyse the control (supervision) experience in education abroad. The main purpose of the study is to identify positive or negative experience in the management of the education sector in Germany that can be applied in legislative and applied practice in Russia. By comparative and analytical methods, the study reveals common and special features of education management in Germany compared to Russia. The scientific research novelty is the Germany’s education management experience study in comparison with Russia in the perspective of control and supervisory functions.
About the Author
S. E. Titor
State University of Management
Russian Federation
Russian Federation
Svetlana E. Titor, Cand. Sci. (Jur.), Assoc. Prof.
Moscow
References
1. Ehren M.C.M. and Honingh M.E. (2011), “Risk-based school inspections in the Netherlands: A critical reflection on intended effects and causal mechanisms”, Studies in Educational Evaluation, vol. 37, no. 4, pp. 239–248. https://doi.org/10.1016/j.stueduc.2012.02.001
2. Gärtner H. and Pant H.A. (2011), “How valid are school inspections? Problems and strategies for validating processes and results”, Studies in Educational Evaluation, vol. 37, no. 2-3, pp. 85–93. https://doi.org/10.1016/j.stueduc.2011.04.008
3. Svirin Y.A., Titor S.E., Petrov A.A., Morozova E.A. and Scherbakova O.Y. (2016), “Practice-oriented model of professional education in Russia”, International Journal of Environmental and Science Educationthis link is disabled, vol. 11, no. 15, pp. 7368–7380.
4. Sziegat H. (2021), “The response of German business schools to international accreditation in global competition”, Quality Assurance in Education, vol. 29, no. 2-3, pp. 135–150. https://doi.org/10.1108/QAE-01-2020-0008
5. Szöllösi-Janze M. (2021), “Archeology of competition: Competition in and among universities in (west) germany since the 1980s” [“Archäologie des Wettbewerbs Konkurrenz in und zwischen Universitäten in (West-)Deutschland seit den 1980er Jahren”], Vierteljahrshefte Fur Zeitgeschichte, vol. 69, no. 2, pp. 241–276. https://doi.org/10.1515/vfzg-2021-0015
Review
For citations:
Titor S.E. Education management in Germany. E-Management. 2022;5(1):69-79. (In Russ.) https://doi.org/10.26425/2658-3445-2022-5-1-69-79
Views:
421
Email this article 