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1
Scheer, David, and Désirée Laubenstein. "The Impact of COVID-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs." Social Sciences 10, no. 11 (October 20, 2021): 405. http://dx.doi.org/10.3390/socsci10110405.
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Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown.
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Bоckelmann, Irina, Havard R. Karlsen, Sabine Darius, and Beatrice Thielmann. "Students' experience of stress with different framework conditions and different origins." Inter Collegas 8, no. 2 (July 22, 2021): 74–86. http://dx.doi.org/10.35339/ic.8.2.74-86.
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Background. Students are exposed to numerous stress factors. The large number of demands and high strain can lead to a higher drop-out rate. For this reason, the aim of the study is to examine and comparing the experience of stress among German and international students during their studies under adaptation to generally stressful conditions. The international students performed a complete study program in Germany. Methods. Data from 194 students (41.8% women, 58.2% men) were evaluated. The average age of the participants was 23.0±3.44 years. Our sample consisted of 80 international students. The questionnaire on strains during the study (and at the workplace) was used. We registered the frequency and the intensity of the stress factors in everyday study life. We factor analysed the 34 stress items, which gave five main stress factors. We then looked at the differences between German and international students on these factors, while adjusting for generally stressful conditions. Results. The most important stressors were unfavourable working hours, incompatibility of tasks, climate, excessive demands, high responsibility, lack of information, social isolation, emotional strain and financial problems. The stressors differed in 17 out of 34 stressors in the groups of students of different origin. The international students experienced more physical and psychosocial strain and they experienced resources less often than German students did, but if they felt them, it was more intense. Conclusions. Strains during studies and their individual demands vary. German and international students have different perceptions of stress during study programs. There is a need for health promotion and prevention programs, which should be integrated during study.
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Krutova-Soliman, Natalja, Nadezhda M. Romanenko, and Ekaterina E. Shishlova. "Psychological and pedagogical conditions of integration of immigrants into the German society." Linguistics and Culture Review 5, S2 (July 18, 2021): 167–85. http://dx.doi.org/10.21744/lingcure.v5ns2.1338.
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Among the new migration challenges of the modern world, perhaps the most acute is the issue of the integration of migrants. As a result of globalisation, events in the world are connected as communicating vessels and, the more unresolved problems in Africa or the Middle East, the stronger the desire of those in need of assistance to move to industrial countries with humane social welfare policies. In this regard, public interest in the problems of the European Union, including Germany, related to the influx of refugees through the Balkan route at the turn of 2015, is holding. The purpose of this paper is to present the results of a study conducted with students of integration courses at the People's University of Frankfurt am Main (VHS Frankfurt am Main) in the period from 2017 to 2020, and to demonstrate specially created psychological and pedagogical conditions that contribute to the development of a higher and better level of ability to integrate immigrants into the cultural and linguistic environment of Germany during the acquisition of the German language.
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Brailovskaia, Julia, Pia Schönfeld, Xiao Chi Zhang, Angela Bieda, Yakov Kochetkov, and Jürgen Margraf. "A Cross-Cultural Study in Germany, Russia, and China: Are Resilient and Social Supported Students Protected Against Depression, Anxiety, and Stress?" Psychological Reports 121, no. 2 (August 24, 2017): 265–81. http://dx.doi.org/10.1177/0033294117727745.
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This study cross-culturally investigated resilience and social support as possible protective factors for mental health. The values of depression, anxiety, and stress symptoms, resilience and social support were collected from German (N = 4433), Russian (N = 3774), and Chinese students (N = 4982). The samples were split (two-thirds vs. one-third) to cross-validate the results. In all samples, resilience and social support were significantly negatively associated with depression, anxiety, and stress symptoms. While in Germany those associations were stronger for social support, in Russia and in China stronger associations were found for resilience. Furthermore, in all samples, resilience was found to mediate the association between social support and the negative mental health variables significantly. In conclusion, resilience and social support are universal interrelated protective factors for mental health independently of historical, cultural, social, and geographical conditions of a country.
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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body." Social Inclusion 9, no. 3 (September 16, 2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.
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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrative interviews (Rosenthal, 2018) with schoolteachers at three comprehensive schools in East and West Germany, which were selected because comprehensive schools in Germany see themselves as a more equal‐opportunity form of education. The article begins by identifying four types of teacher action orientations in addressing the social differences of schoolchildren. Unexpectedly, only a few teachers exhibited a socially conscious inclination to act—for example, by providing targeted support to schoolchildren from socially disadvantaged households. In the second step, by comparing teacher biographies, school environments, and historical imprints, the article attempts to identify certain conditions under which teachers perceive themselves as responsible for addressing social differences among students. Beyond illustrating the interplay of biographical experiences and school culture, the study’s east–west contextualization opens up a new perspective for examining the lingering implications of the German half‐day schooling model even after the introduction of all‐day schooling in 2003. One possible conclusion is that the transformation of the German school system from a half‐day to an all‐day model has not taken the tasks of teachers into account, which, as this article points out, would be important in making them aware of schoolchildren’s different social backgrounds and their effects on achievement.
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Hernández, Irayetzin. "The Teacher as a Social Transformer." Gewalt – Praktiken, Funktionen, kommunikative Werte, Motivationen 44, no. 4 (June 2021): 92–99. http://dx.doi.org/10.30820/0171-3434-2021-2-92.
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Educational institutions play an essential role in the expansion of culture and students’ professionalization. Educational institutions are terrains where students and teachers read the world together, and the knowledge on which they concentrate their efforts can convey dreams, utopias, and social fights. A contrast is made between examples taken from education in Germany, Mexico, and reflections from a student movement in Hungary. A teacher can be a social agent who, through his or her pedagogical practice and help of the classroom dynamics, moves students to transform their realities by making an ethical-political commitment to the societies to which they belong. This practice should or can be ascribed to teachers in conditions of poverty, repression, and violence such as the rural teachers. It can also be practiced by those who, by their craft, seek to give meaning to life collectively as a form of emancipation, resistance, and love to face the adversities of our times.
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Bryzhnik, Vitalii. "Theodor Adorno. On the Democratisation of German Universities." International Scientific Journal of Universities and Leadership 13 (August 18, 2022): 154–59. http://dx.doi.org/10.31874/2520-6702-2022-13-154-159.
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The German social philosopher Theodor Adorno, the representative of the critical theory of society, wrote this work as a speech in 1959, ten years after his return from exile in West Germany. In his characteristic manner of neo-Marxist criticism of the educational system of West Germany, Adorno critically noted the dynamics of the process of democratisation of higher education and universities in this country. According to the neo-Marxist philosopher, the principled enemy of the ideology of bourgeois society, the democratisation of universities in that country faces serious obstacles on its way. Namely: the limited access to university education for young people from workers' families, which means insufficient social openness of universities. The predominance of material interest in the educational work of some teachers, which is obviously caused by the priority of material values of the industrial society. There is an absolute lack in the educational process of the personal participation of such teachers, whose educational activity is determined by the strength of their individual spirit. The prevailing apoliticalness of the then West German society as post-totalitarian, as a result — passive refusal of students and university graduates to participate in public affairs.
Having defined democracy as the active participation of the population in public affairs, Theodor Adorno also defined the task of an intellectual — an educated person who is involved in the educational process at a university. Such a task is an intellectual's knowledge of social conditions that lead to a shortage of an active spirit in the process of democratisation of universities, and reflection on the possibility of corresponding changes. The task of the universities of West Germany as a democratic country was called the educational activation of graduates of their individual spirit as a factor of activity, which is emancipated from the influence of the ideology of adaptation society. Higher education due to a means of upbringing should to strengthen its students' critical self-consciousness — an important condition for social democratisation.
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Herke, Max, Katharina Rathmann, and Matthias Richter. "Trajectories of students’ well-being in secondary education in Germany and differences by social background." European Journal of Public Health 29, no. 5 (March 29, 2019): 960–65. http://dx.doi.org/10.1093/eurpub/ckz049.
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Abstract Background Subjective well-being (SWB) is an important indicator of quality of life, but prior research mostly analyzed adolescents’ subjective well-being in cross-sectional studies. There is a lack of studies examining changes in subjective well-being throughout adolescence using longitudinal panel data. This study examined trajectories of subjective well-being of adolescents in Germany throughout secondary education and differences by socioeconomic position, gender and family structure. Methods We use the German National Educational Panel Study and combine data from annual survey waves of two of its cohorts. These were first surveyed in 2010 and cover 5th to 10th and 9th to 12th grade level. Using growth curve modelling based on multilevel models, differences in levels and trajectories of subjective well-being overall and differentiated by school type, parental education, household income, gender and family structure were identified. The analyses include 34 504 observations of 12 564 students. Results Subjective well-being decreased from 5th to 12th grade. Students attending lower track schools showed lower subjective well-being, but also a lesser decrease over time. Students living in low-income households or in single-parent or step-families showed lower subjective well-being. Female students showed higher subjective well-being than males in 5th grade, but also a higher decrease over time, leading to lower subjective well-being than males by 12th grade. Conclusion This study provides a comprehensive picture of subjective well-being throughout secondary education. Adolescents’ subjective well-being is linked to social factors regarding family and living conditions as well as school features. Overall, disadvantaged adolescents experience longer periods of lower subjective well-being, thus accumulating the effects of worse psychosocial health opportunities over time.
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DUICA, Lavinia Corina, Andreea SZALONTAY, Elisabeta ANTONESCU, Ionut NISTOR, Alexandra POP, Maria TOTAN, and Sinziana Calina SILISTEANU. "The Strength of Motivation of Medical Students in Romania in the Context of Migration Opportunities." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 95–113. http://dx.doi.org/10.33788/rcis.73.7.
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In this study we aim to study in what way the Strength of motivation of the Romanian medical students has been influenced by harsh economic conditions that led to a massive migration. We conducted a cross-sectional study on a sample size of N=1516. We applied The Strength of Motivation for Medical School-Revised (SMMS) questionnaire and a questionnaire that examines the opinion of the students about migration. The mean value of motivation was 48 (maximum score is 75), 85% of the students have the intention to migrate. The determining factor of studying medicine abroad that correlates significantly with the Strength of motivation is represented by the better work conditions. Students studying in the South of the country want to practice primary in France, students in the North West and in the Center choose to practice medicine in Germany, and students from the East would like to go to Great Britain. The students with a high Strength of motivation are driven by the desire of the students to practice medicine abroad. Higher salaries don’t represent the principal factor for leaving the country. The percent of 85% of the students aiming to practice medicine abroad, represent a concerning result for all of us because it took the form of brain drain.
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Unser, Alexander. "Social Inequality in Religious Education: Examining the Impact of Sex, Socioeconomic Status, and Religious Socialization on Unequal Learning Opportunities." Religions 13, no. 5 (April 24, 2022): 389. http://dx.doi.org/10.3390/rel13050389.
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The study of social inequality has so far received little attention in religious education research, although this phenomenon has been studied in educational science and sociology of education research for fifty years. This article therefore aims to clarify the explanatory power of this research approach for research in religious education. Based on Bourdieu’s theory of cultural and social reproduction, a structural equation model is used to examine the extent to which students’ sex, socioeconomic status, and religious socialization determine unequal learning opportunities in religious education. The data basis of the study is a sample of 952 students from Germany who were interviewed by means of questionnaires. The results show that religious socialization and the students’ sex are relevant to unequal learning conditions, whereas the socioeconomic status of the family has a marginal influence. Unequal learning conditions are created in the classroom by differences in the perception of the relevance of the subject matter, and in the understanding of learning processes. Religious students are in both cases at an advantage compared to non-religious students.
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Chugrov, S. V., and D. V. Galitskaya. "Online communication in the educational environment of Russia and Germany: functional and dysfunctional effects of digitalization." Communicology 9, no. 4 (December 27, 2021): 97–113. http://dx.doi.org/10.21453/2311-3065-2021-9-4-97-113.
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Nowadays, the ability of the higher education system to adapt to external conditions is facing the challenge of online transformation and digitalization against the background of changes in the format of social relations in the direction of greater pluralism, demassification of information sources, channels and recipients. The relevance of the study lies in the need to assess the consequences of the transition to online communication of teachers and students in order to identify new functional / dysfunctional effects of digitization of the educational environment. The paper represents the results of an online survey (spring – summer of 2020), when the pandemic of the new coronavirus led to the transition to distance learning. The survey was conducted among students of Russian and German universities to identify the attitude of students to online education. Possible unintentional consequences of digitalization of the educational environment were identified. On the basis respondents’ answers, the authors have analyzed emotional attitude of Russian and German students to the compulsory transition to online learning as well as their assessments of its positive and negative aspects. The authors provide ratio of the advantages and disadvantages of online learning in the perception of Russian and German students, highlight some side effects of online communication between teachers and students, as well as the concerns of students caused by the transition to a new communication format. According to students of Russian and German universities, online communication is not beneficial for the quality of education. The increased time spent in front of the computer screen is considered harmful. Besides, students in both countries are concerned with the weakening of social ties and the loss of social contacts.
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Sydoruk, Liudmyla, Nataliia Bakhmat, Hanna Poberezhets, Viktoria Misenyova, and Olena Boyarova. "Formation of future economist professional competence in adaptive-digital environment conditions of higher educational institution." International journal of health sciences 6, no. 1 (January 30, 2022): 103–14. http://dx.doi.org/10.53730/ijhs.v6n1.3390.
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The purpose of the academic paper lies in assessing the state of formation of future economists’ professional competence within the conditions of the adaptive-digital environment of a higher educational institution. Methodology. The level of digitalization of higher educational institutions in Poland, the Czech Republic, Germany, and France has been assessed in the research. Based on the OECD database, the skills of specialists needed in the labor markets in different countries have been evaluated. Results. Within the countries, significant differences are observed in the level of digitalization, which will determine and influence the competence of a future specialist. The development of digital technologies in the HEI poses a threat and causes developing various groups of students - future economists’ skills. In practical activities, an economist should possess highly developed technical, digital, and mathematical skills. The lack of critical thinking skills among specialists (0,245 in the Czech Republic and 0,255 in Germany) or active learning is particularly acute. This means that the development of this skill requires time, which is limited within the conditions of digitalization of higher education. The lack of social skills developing the professional competence of economists has been also observed in the Czech Republic, France, and Germany.
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Koob, Clemens, Kristina Schröpfer, Michaela Coenen, Sandra Kus, and Nicole Schmidt. "Factors influencing study engagement during the COVID-19 pandemic: A cross-sectional study among health and social professions students." PLOS ONE 16, no. 7 (July 27, 2021): e0255191. http://dx.doi.org/10.1371/journal.pone.0255191.
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Background The aim of this study is to explore factors influencing the study engagement of health and social professions students during the COVID-19 pandemic. While antecedents of study engagement have been studied previously, the factors influencing engagement under pandemic conditions have not yet been investigated. Furthermore, there is a particular need for research among students in health and social professions programs, as these students are particularly affected by the pandemic. As theoretical basis, the study draws on the demands-resources-theory. It is hypothesized that pandemic-related study and personal resources drive engagement during the pandemic, and that pandemic-related demands negatively influence engagement. Method The study uses a cross-sectional survey to explore the hypothesized effects. The sample consists of 559 university students of health and social professions in Germany. The study was carried out in July 2020, towards the end of the first digital semester and after the first peak in COVID-19 cases. Data are analyzed using linear multiple regression analysis. Results The findings show that the demands-resources-theory is suitable to explain study engagement even under pandemic conditions. Suitable digital learning formats and social support are identified as important study resources for study engagement during major life events, while emotional resilience, active self-care and academic self-efficacy are identified as important personal resources. Conclusions Under pandemic conditions academic institutions should focus on providing beneficial teaching formats and innovative ways to support students lacking social networks. Besides, they should consider developing means to help students structuring daily life as well as establishing initiatives to strengthen students’ self-efficacy beliefs.
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Reissová, Alice, Jana Šimsová, and Ralph Sonntag. "Moving Across Borders: Brain or brain gain? A comparative in Czechia and Germany." GeoScape 15, no. 1 (June 1, 2021): 30–42. http://dx.doi.org/10.2478/geosc-2021-0003.
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Abstract The continuous drain of young university graduates leaving the country poses the threat of considerable loss, both economic and social. On the other hand, temporary labour migration can bring positive effects (experience, foreign know how). The objective of the article was to identify the attitude of German and Czech university undergraduates to labour migration and to explore the motivation factors that play a role in their decision-making. The research sample consisted of students of economics who study at regional universities in North Bohemia and neighbouring German Saxony. It was established that German students declare a greater interest in working abroad, but they tend to prefer temporary labour migration, while Czech students think more about permanently moving abroad, provided they are considering leaving for another country. Logistic forward stepwise regression was selected to establish significant explaining variables. Surprisingly, “higher salary” did not figure in the created models as an explaining variable in a single case. The amount of salary is an important motivation factor (both for Czech and German students), however, it is not the main factor which influences their decision to go abroad. The explaining variables “I want to live in a different country” and “the opportunity to gain international work experience” were shown in both cases. Governments as well as regional authorities should pay attention to the reasons why qualified workers decide on labour migration and they should pay due care to establishing why qualified workers want to live in a different country. Temporary labour migration should be encouraged and, at the same time, such conditions should be created to motivate highly qualified workers to return home. Highlights for public administration, management and planning: • The departure of young people with a university degree abroad represents considerable not only economic but also social losses. • Temporary labour migration, however, can bring positive effects (experience, foreign know-how). German students declare interest in temporary labour migration, while Czech students prefer permanent migration. • The salary is an important motivational factor (for both Czech and German students), but it is not the main factor that influences the decision to move abroad. • Governments, as well as regional authorities, should pay attention to the reasons that lead qualified workers to decide for labour migration and to look closely at answers to why young people want to live in another country. • Temporary labour migration should be supported by both government and regional authorities. In contrast, conditions should be created to eliminate permanent labour migration.
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Stark, Johannes, Annabell Daniel, and Mathias Twardawski. "Social disparities in students’ intention to enter higher education during the COVID-19 pandemic." PLOS ONE 17, no. 5 (May 4, 2022): e0267978. http://dx.doi.org/10.1371/journal.pone.0267978.
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Research consistently shows that students from academic households are more likely to enter higher education than students from non-academic households. These inequalities are only secondarily due to differences in performance (i.e., primary effects), but mostly due to students’ decision making behavior (i.e., secondary effects). The relative share to which primary effects and secondary effects mediate the effect of students’ educational background on their intention to enter higher education is affected by external conditions. One significant external influence that may have had an impact on social disparities in students’ educational choices is the COVID-19 pandemic. Herein, we present data from N = 596 upper secondary students (41.6% from non-academic households) that were collected in Germany in April 2021. Building on rational choice theory, we scrutinized students’ expected benefits (i.e., employment prospects and personal significance), costs (i.e., direct costs and opportunity costs), and subjective probability of success in pursuing higher education as important psychological pillars for their intention to enter higher education. Results show that about 14% of social differences in students’ intention to enter higher education were due to primary effects, whereas almost 77% were explained by secondary effects. Specifically, we found that differences in the evaluation of benefits most strongly contributed to social inequalities in students’ intention to enroll in higher education. Compared to research on pre- COVID-19 cohorts, our results point to shifts in existing patterns of inequalities in the wake of the COVID-19 pandemic.
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Schröder, Stefanie. "Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories." Social Inclusion 9, no. 3 (September 16, 2021): 383–93. http://dx.doi.org/10.17645/si.v9i3.4308.
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Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account.
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Blickle, Gerhard, James A. Meurs, and Christine Schoepe. "Do Networking Activities Outside of the Classroom Protect Students Against Being Bullied? A Field Study With Students in Secondary School Settings in Germany." Violence and Victims 28, no. 5 (2013): 832–48. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00094.
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Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.
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Khrapach, Dmytro, and Hanna Krasylnykova. "Comparative Analysis of Dual Education in Germany and Ukraine: Approaches and Models." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 8–15. http://dx.doi.org/10.2478/rpp-2019-0023.
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Abstract The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.
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Theuring, Stefanie, Welmoed van Loon, Franziska Hommes, Norma Bethke, Marcus A. Mall, Tobias Kurth, Joachim Seybold, and Frank P. Mockenhaupt. "Psychosocial Wellbeing of Schoolchildren during the COVID-19 Pandemic in Berlin, Germany, June 2020 to March 2021." International Journal of Environmental Research and Public Health 19, no. 16 (August 16, 2022): 10103. http://dx.doi.org/10.3390/ijerph191610103.
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The COVID-19 pandemic and related restrictions have affected the wellbeing of schoolchildren worldwide, but the extent and duration of specific problems are still not completely understood. We aimed to describe students’ psychosocial and behavioral parameters and associated factors during the COVID-19 pandemic in Berlin, Germany. Our longitudinal study included 384 students from 24 randomly selected Berlin primary and secondary schools, assessing psychosocial wellbeing at four time points between June 2020 and March 2021. We analyzed temporal changes in the proportions of anxiety, fear of infection, reduced health-related quality of life (HRQoL), physical activity and social contacts, as well as sociodemographic and economic factors associated with anxiety, fear of infection and HRQoL. During the observation period, the presence of anxiety symptoms increased from 26.2% (96/367) to 34.6% (62/179), and fear of infection from 28.6% (108/377) to 40.6% (73/180). The proportion of children with limited social contacts (<1/week) increased from 16.4% (61/373) to 23.5% (42/179). Low physical activity (<3 times sports/week) was consistent over time. Low HRQoL was observed among 44% (77/174) of children. Factors associated with anxiety were female sex, increasing age, secondary school attendance, lower household income, and the presence of adults with anxiety symptoms in the student´s household. Fear of infection and low HRQoL were associated with anxiety. A substantial proportion of schoolchildren experienced unfavorable psychosocial conditions during the COVID-19 pandemic in 2020/2021. Students from households with limited social and financial resilience require special attention.
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Hallwaß, Anke, and Wibke Hollweg. "Interprofessionality in the model courses of study for healthcare and nursing professions in North Rhine-Westphalia, Germany / Interprofessionalität in den Modellstudiengängen der Pflege- und Gesundheitsberufe in Nordrhein-Westfalen." International Journal of Health Professions 4, no. 2 (November 16, 2017): 100–108. http://dx.doi.org/10.1515/ijhp-2017-0023.
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Abstract Interprofessional cooperation is attributed a special significance in overcoming new challenges in the health system. For the educational system, this means the development of innovative teaching and learning formats that encourages interaction between students from different professions within healthcare. In Germany in the state of North Rhine-Westphalia (NRW), eleven model courses of study for healthcare and nursing professions have been developed and evaluated. Evaluation reports do not tell whether social interaction between students of different professions is promoted. The following study investigates to what extent interprofessionality is incorporated into the model courses of study for healthcare and nursing professions in NRW and to what extent the courses of study include social interaction between students of different professions. In addition, an analysis is made as to what extent structural and organisational conditions and the course management influence the (further) development of the courses with a view to interprofessionality. Structured expert interviews have been carried out with those responsible for the courses of study, for a total of seven model courses. These have then been evaluated using qualitative content analysis. The promotion of interprofessional expertise is incorporated into all model study courses that were considered and is generally governed by international standards. Six of the seven courses of study offer social interaction between students of different professions. Valuable hints for interprofessional education at colleges for health could be achieved.
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Hoffmann, Hannah, Julie Koschinowski, Gallus Bischof, Georg Schomerus, and Hans-Jürgen Rumpf. "Medical Students’ Readiness for Cutbacks in Health Care Expenditures of Alcohol Dependent Individuals." SUCHT 66, no. 2 (April 1, 2020): 105–12. http://dx.doi.org/10.1024/0939-5911/a000645.
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Abstract. Background: Despite being affected by a severe disease with increased morbidity and morality, alcohol-dependent individuals often experience stigmatizing situations in the health care system. This study aimed to investigate medical students’ attitudes towards alcoholism and their readiness for cutbacks in health care expenditures for alcohol-dependent individuals. Methods: In total, 2253 students of all federal states in Germany took part in this study. Attitudes towards alcoholism, sociodemographic variables, and motives for studying medicine were assessed with an online questionnaire. Students’ readiness for cutbacks in health care expenditures of alcohol-dependent individuals was measured in relation to the other diseases, including psychiatric conditions (e. g. depression, schizophrenia), potentially stigmatized non-psychiatric disorders (e. g. AIDS), and potentially lifestyle-related acute (e.g. myocardial infarction) or chronic (e. g. diabetes) conditions. Data were analyzed with hierarchical logistic regression models. Results: Compared to other medical and mental diseases, alcoholism was by far the most frequently chosen condition with a potential for financial savings. In multivariate analyses, the preference for cutbacks was associated with the increased wish for social distance, high internal attribution of responsibility, low perceived severity and personal vulnerability, the absence of alcoholism in participants’ social environment, and certain motives for studying medicine. Discussion: Since the majority of alcohol-dependent individuals avoid seeking addiction-specific help, physicians in primary care are often the only contact person in the health care system who can initiate health-related behavioral changes. However, persisting prejudges may affect the physician-patient-relationship and therapy adherence. Interventions aimed at reducing stigmatizing attitudes should be implemented at an early stage of medical education.
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Yashchuk, Sergiy. "Forming of Students’ Professional Legal Competency: Foreign Experience." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 57–61. http://dx.doi.org/10.1515/rpp-2016-0034.
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AbstractThe article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine functions of education and assistance; future social workers are trained in centers and universities that follow instructions of French National Academy for Youth Protection and Juvenile Justice; at German universities social work curricula are based on threefold study load of future specialists: world societies and social development, social problems and human rights violation, international rights in social work; are interdisciplinary and can be realized in cooperation with other European universities; at British universities teachers have great practical experience in social work; student body is cosmopolitan, i.e. a mixture of mature and young students from different ethnic groups and nationalities; curricula also provide for a large volume of practical learning in working conditions corresponding to national requirements; in Spain future specialists are trained for three appropriate segments of labour market, namely, law, social work expert and Master in Social Work (such specializations as social mediation, leisure time activities, professional adaptation).
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Veldina, Yu V., and O. A. Vagaeva. "Application of the social service Wiki in the educational process of University." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2021): 52–57. http://dx.doi.org/10.20339/am.10-21.052.
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Examined is the application of social service with aim of education at university. At present, education in the university often takes place in a mixed format, with the active use of distance technologies. This context increasingly raises the question of using new methods and techniques that could make the educational process more effective and interesting for students. Under these conditions, teachers have increasingly begun to turn their attention to the Web 2.0 technologies, which represent a qualitatively new approach to the construction of the educational process. This article deals with the social service Wiki, which is more often used in the educational process of the university. From the teaching point of view, the Wiki service allows creating conditions for students when they have to analyze large amounts of information, select the most important, summarize and draw conclusions. It also allows students to critically review articles and collaboratively correct or improve them. The use of the Wiki service in the educational process is of great importance for students as well because its interactivity transforms them from pure information consumers into active users. This article presents examples of using the social service Wiki in the educational process of Penza State Technological University within the framework of the disciplines “Foreign language (German)” and “Methods of teaching and education”.
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Blome, Frerk, Christina Möller, and Anja Böning. "Open House? Class-Specific Career Opportunities within German Universities." Social Inclusion 7, no. 1 (January 10, 2019): 101–10. http://dx.doi.org/10.17645/si.v7i1.1621.
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This article focuses on the development of class-specific inequalities within German universities. Based on data on the social origin of students, doctoral students, and professors in the long-term cross-section, the article views the empirically observable dynamic of social closure of higher education since the 1950s. The focus of interest is on the level of the professorship. Data show that career conditions for underprivileged groups have deteriorated again. This finding is discussed in the context of social closure theories. The article argues that closure theories consider social closure processes primarily as intentional patterns of action, aimed at a strategic monopolization of participation, and securing social power. Such an analytical approach means that unintended closure processes remain understudied. Our conclusion is that concealed modes of reproduction of social structures ought to be examined and theorized more intensively due to their importance for the elimination of social inequality within universities.
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Engels, Eliane Stephanie, and Philipp Alexander Freund. "Effects of cooperative games on enjoyment in physical education—How to increase positive experiences in students?" PLOS ONE 15, no. 12 (December 7, 2020): e0243608. http://dx.doi.org/10.1371/journal.pone.0243608.
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Enjoyment is one of the most important factors for the maintenance of regular physical activity. The present study investigated if cooperative games in physical education classes (grades 6–9) can increase students’ enjoyment of physical activity. Data were collected in a quasi-experimental study employing a two-group design with repeated measures and randomization of classes to conditions. The total sample consisted of N = 285 students from regular schools in Germany aged 10 to 16 years (Mage = 12.67 years, SD = 1.10; 48.4% female). We found that cooperative games led to a higher perceived enjoyment in physical education classes (F(1) = 3.49, p = .063, ηp2 = .012), increased the feeling of how strong students felt related to each other (F(1) = 4.38, p = .037, ηp2 = .016), and facilitated feelings of perceived competence in physical education class (F(1) = 6.31, p = .013, ηp2 = .022). In addition, social relatedness and perceived competence partly mediated the effect of cooperative games on enjoyment. The findings indicate that systematically designed cooperative games can help foster enjoyment in physical education classes.
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Schachner, Maja K., Fons J. R. Van de Vijver, and Peter Noack. "Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group." Journal of Early Adolescence 38, no. 3 (October 2, 2016): 352–84. http://dx.doi.org/10.1177/0272431616670991.
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Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50% male; Mage = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed.
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Cho, Eun ji, Yu ri Jung, and Eun-Young Hong. "The meaning of teacher professionalism through Adorno's taboo of the teaching profession." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 27, no. 2 (August 30, 2022): 37–57. http://dx.doi.org/10.26894/kdge.2022.27.2.37.
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The purpose of this study is to reveal the limits of teacher expertise by examining the specific historical and social conditions in which the teaching profession is located. To this end, the discussion of the taboos of Adorno's teaching profession is the center of the study. Adorno sees the image that makes it impossible for teachers to independently perform their jobs as taboos, and grasps the appearance of taboos in the teaching profession as a social condition and the causes of its formation from a historical and Freudian psychoanalytic perspective. The point to be emphasized here is that Adorno is the taboo of the teaching profession, that is, the deceptive social system that forces students to mediate civilization through education through consideration of the ambivalence of the teaching profession, and the tragic situation the teacher is in as a psychological and social agent, that is, the teaching profession. Therefore, the researchers first examine the history of the teaching profession in Germany and Europe in detail in order to reveal that the negative image of teachers has been historically formed. Next, based on Freud's libido, Oedipus complex, and superego concept, the process by which the taboo of the teaching profession was established as a social prejudice is considered psychoanalytically. Through this, the values, norms, and behaviors of society that teachers pass on to their students, that is, civilization, allow students to experience alienation. In the end, it is difficult for teachers to realize the content delivered through the act of teaching, which is one of their pure educational ideals and values. Therefore, this study aims to stimulate teachers' self-reflection by making them doubt their confidence in the teacher's professionalism.
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Dubover, Denis, and Anastasia Peniaz. "Challenge based learning in full-day schools of Germany: organization features and development factors in media pedagogical discourse." E3S Web of Conferences 175 (2020): 15020. http://dx.doi.org/10.1051/e3sconf/202017515020.
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In a post-industrial society, the importance of information increases at an uncontrollable rate that leads to new challenges in the educational environment and especially in general educational institutions. The aim of the article is to analyze the successful experience of project work implementation in the field of media education in Germany in the conditions of a full-day training system for analyzing the possibilities of its implementation to domestic pedagogy. Materials and Methods Observation method, expert interviews and surveys were used for data collection and processing. The research was conducted in the framework of the implementation of DAAD Research Programme at the European University of Flensburg and full-day schools in Hamburg. A sample set of empirical research includes 350 students, 25 teachers, 12 school counselors, 12 full-day school principals in Hamburg and SchleswigHolstein. Research results. As a result of the observation, an understanding of the forms and methods of project work was obtained, various relationships were established between media education, project work and the achievement of social and personal competencies (soft skills). The analyzed documents show clear dynamics in the field of legalization of project activities and understanding of the need to achieve social and personal competencies through projectwork.
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Kuzina, Natalia. "The Ukrainian emigrant press in Germany after Second World War (1945–1948) as a source for investigation of historical and cultural heritage of the Ukrainian diaspora." Ethnic History of European Nations, no. 61 (2020): 55–61. http://dx.doi.org/10.17721/2518-1270.2020.61.06.
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The collection of periodicals of camps for displaced persons and the Ukrainian emigrant press are considered as a study source for investigation of historical and cultural heritage of the Ukrainian Diaspora. It is highlighted that despite challenging conditions after the Second World War, the Ukrainian emigrants cared not only about material needs, but also preserved national cultural heritage. It is argued that the process mentioned above took place in constant struggle with the Soviet repressive system, which aspired to bring back as many displaced persons as possible. However, deliberate Ukrainian intellectuals had different political views but were united by the Ukrainian national idea and created significant historical and cultural heritage after the Second World War, particularly in Germany, part of the heritage was described on the pages of periodicals of the Ukrainian Diaspora. Number and social composition of the Ukrainian emigrants after the Second World War in Germany and Austria is analyzed on the basis of the periodicals, particularly «The Bulletin of Information Help Service». Establishment of educational institutions, archives and libraries in 1945–1948 in Germany is described. Considerable attention is paid to analysis of periodical the «UFAS Chronicle», and investigation of activities of the museum-archive, scientific library and «The Society for the Protection of Ukrainian Heritage Abroad» of the Ukrainian Free Academy of Science in Germany is based on these materials. Significant attention should be drawn to activities of the Scientific and Research Institute of the Ukrainian Martyrology of the Ukrainian Political Prisoners League. Study of the Ukrainian Diaspora periodicals enables to formulate source study vision for students to understand participation of Diaspora in preservation of the heritage and ways of utilization in tourist activities.
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Seidler, Christoph. "East goes West — West goes East: border crossing and development." Group Analysis 52, no. 2 (January 11, 2019): 172–89. http://dx.doi.org/10.1177/0533316418819957.
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In the aftermath of the Nazi era and the Second World War the ‘Bloodlands’ of Eastern Europe including Germany were left with a pervasive and significant loss of empathy. Robi Friedman speaks of the ‘Soldier’s Matrix’ (2015), in which dehumanizing dissociation increases, and empathy, guilt and shame disappear. In the GDR (German Democratic Republic)—under totalitarian and authoritarian conditions—this state of emotional deficit persisted for longer than in the Federal Republic (BRD). Gradually, but only after reunification, could change in the whole of Germany become possible. In the following text I will review the fragmented state of psychoanalysis in the battered city of Berlin after the Second World War. I describe the predicament of psychoanalysts, who are hopelessly entangled in adaptation processes, fearing the new rulers and dreading their own conscience. Despite their weakened sense of courage, they were however able to create space for freedom of thought. I intend to convey the trajectory of that process. The GDR history, despite the experience of confinement, is also a story of opening. Specific developments within the borders enabled the preservation as well as the transportation of psychoanalytic thought: some examples can be seen in inpatient forms of psychotherapy, individual psychodynamic therapy and especially the Intended Dynamic Group Psychotherapy (IDG). The opening of the ‘Wall’ made profound psychoanalytic post-qualification possible, but it came at a cost to the specific developments of the health system in the East. Within this system group therapists took their own particular path. After several years of cautious rapprochement the founding of BIG (Berlin Institute for Group Analysis) could be negotiated and established in 2003, supported by all Institutes of Berlin belonging to the umbrella organization of the DGPT (German Society for Psychoanalyse, Psychotherapy, Psychosomatic). Nine years later the Deutsche Gesellschaft für Gruppenanalyse und Gruppenpsychotherapie (D3G) consolidated in the merger of several individual groups resulting in a continuous and refreshingly pluralistic cooperation today. This article will therefore describe a series of societal shifts, transitions, internal and external attempts to heal, that are well reflected within the parallel process visible in the development of group analysis and its practitioners. One example to consider would be the asymmetry between psychoanalytic ‘teachers’ (West) and ‘students’ (East) and the dynamics experienced during professional encounters, which were very particular and rather complicated. However, that is a chapter in itself and will be considered separately.
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Vasudevan, Alexander. "Celluloid Critique: Documentary Filmmaking and the Politics of Housing in Berlin’s Märkisches Viertel." Radical Housing Journal 3, no. 2 (December 17, 2021): 119–42. http://dx.doi.org/10.54825/wdbz3534.
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This is a paper about radical filmmaking and housing justice in the Märkisches Viertel in the 1970s. The satellite estate on the outskirts of West Berlin was one of the largest housing projects in West Germany and, for many residents, a space of increasing marginality and insecurity. As this paper argues, it was also a site of experimental filmmaking that documented the conditions faced by residents living in the Märkisches Viertel. The paper focuses on a group of students closely connected to the Deutschen Film- und Fernsehnakademie (dffb or the German Film and Television Academy) who began in the late 1960s to film various political activities and discussions in the neighbourhood. It places particular emphasis on the work of Helga Reidemeister, a social worker and student at the dffb whose documentary films adopted a working practice that depended on the direct participation of the families and women, in particular, with which she collaborated. Through a close reading of her 1979 film, Von wegen ‚Schicksal’ (1979), the paper foregrounds Reidemeister’s role as a feminist filmmaker whose work explored the mechanisms of displacement faced by tenants living in the Märkisches Viertel and the wider ‘structures of feeling’ that they generated. At stake here, is a broader commentary on the history of housing struggles in West Berlin and the importance of documentary filmmaking as a methodology for housing justice.
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Grüttner, Michael, Stefanie Schröder, and Jana Berg. "University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study." Social Inclusion 9, no. 3 (July 21, 2021): 130–41. http://dx.doi.org/10.17645/si.v9i3.4126.
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The mixed‐methods project WeGe investigates key factors for refugees’ integration into pre‐study programs and conditions for successful transitions to higher education institutions (HEIs). In this article, we first examine the dropout intentions of international students and refugee students participating in formal pre‐study programs at German HEIs to disclose both barriers and resources. We use insights from migration research to extend theoretical student dropout models and analyse novel data from a quantitative survey with international and refugee students in pre‐study programs. Our findings show that refugee students intend to drop out from pre‐study programs more often than other international students. This difference disappears when other characteristics are controlled for. Effect decomposition shows that financial problems and perceived exclusion are driving dropout intentions of refugee students, whereas German language use in everyday life and a strong connection to the prospective field of study function as a resource and reduce the dropout risk. Depending on the reference group, deficits or resources of refugee students become apparent. This result suggests that refugees should be addressed as a student group in their own right. As a second step, we analyse qualitative expert interviews to reconstruct the staff’s perspectives on barriers and resources of refugee students to analyse how the driving factors of dropout intentions are represented in their knowledge. In particular, we show if and how this knowledge is used to address refugees and to develop inclusive educational concepts within pre‐study programs.
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Bramesfeld, A., C. Ungewitter, D. Böttger, J. El Jurdi, C. Losert, and R. Kilian. "What promotes and inhibits cooperation in mental health care across disciplines, services and service sectors? A qualitative study." Epidemiology and Psychiatric Sciences 21, no. 1 (August 19, 2011): 63–72. http://dx.doi.org/10.1017/s2045796011000539.
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Aims.To explore the practice of cooperation in mental health care across services and identify conditions that promote and inhibit cooperation.Methods.Focus groups with relevant service providers were conducted in four exemplary regions in Germany (rural/urban and East/West). The discussions were content analysed.Results.Seven central categories were deduced: (1) involved service providers, (2) comprehension, (3) reasons, (4) instruments for cooperation, (5) promoting and inhibiting conditions, (6) interdisciplinarity, and (7) regional and personal networks. Cooperation is practiced in networks, rather than defined relations. Who is involved in cooperation depends on patients/clients needs and may vary from case to case. Service providers do not have theoretical concepts of cooperation. Cooperation relies not only on personal contacts and knowledge between services but also on time, financial reimbursement and the social capital of the environment. In particular, cooperation with physicians was considered to be difficult by non-medical professionals. Physician's role models do not seem to include cooperation with other disciplines as a core task.Conclusions.To improve cooperation, regional and sustainable mental health networks have to be systematically implemented by providing leadership, time and reimbursement for network meetings. Interdisciplinary cooperation practice should be part of the curricula of medical students and residents in psychiatry.
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Nishen, Anna K., and Ursula Kessels. "Non-communicated judgements of, versus feedback on, students’ essays: Is feedback inflation larger for students with a migration background?" Social Psychology of Education 25, no. 1 (November 18, 2021): 1–31. http://dx.doi.org/10.1007/s11218-021-09674-3.
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AbstractWhen providing feedback, teachers are concerned not only with the simple transmission of information, but also with motivational and interpersonal dynamics. To mitigate these concerns, teachers may inflate feedback by reducing negative or increasing positive content. The resulting difference between initial judgments and feedback may be even more drastic for ethnic minority students: In non-communicated judgments, negative stereotypes may result in more negative judgments, whereas in feedback, concerns about being or appearing prejudiced may inflate feedback towards ethnic minority students. These hypotheses were tested in a sample of 132 German teacher students in a 2 (between subjects: feedback vs. non-communicated judgment) × 2 (within subjects: target student's migration background: Turkish vs. none) design in which participants read supposed student essays and provided their written impressions to the research team or the supposed student. Findings revealed that teacher students’ feedback was more positive than their non-communicated judgments on a multitude of dimensions. Contrary to expectations, these effects were not stronger when the student had a Turkish migration background. Instead, teacher students rated the essay of the student with a Turkish migration background more favorably both in the judgment and feedback conditions. Our results suggest that teachers adapt their initial judgments when giving feedback to account for interpersonal or motivational dynamics. Moreover, ethnic minority students may be especially likely to receive overly positive feedback. While the motivational/interpersonal dynamics may warrant some inflation in feedback, negative consequences of overly positive feedback, for which ethnic minority students may be especially vulnerable, are discussed.
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Stockinger, Kristina, and Elisabeth Vogl. "Exploring students’ perceived need and preferences for achievement emotion competence training." Zeitschrift für Bildungsforschung 11, no. 3 (November 14, 2021): 549–66. http://dx.doi.org/10.1007/s35834-021-00326-2.
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AbstractGiven the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditions; and their preferences for training formats/content. To this end, students completed a series of self-report measures targeting demographics, achievement emotions, perceived training need, and training preferences. Students’ responses were analyzed quantitatively and revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions (e.g., anxiety, disappointment) and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings are discussed.
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Winkler, Kathrin, and Stefan Scholz. "Bible Didactics and Social Inequality? Critical Considerations on the Interconnection of Religious Education and Heterogeneous Settings." Religions 13, no. 5 (May 6, 2022): 423. http://dx.doi.org/10.3390/rel13050423.
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This paper deals with the question, to what extent, in the German context, have biblical didactic implications and systemic requirements in religious education led to social inequality in heterogeneous classrooms. Based on four different case studies in elementary, middle, and vocational schools, an empirical insight is provided that sheds exploratory and descriptive light on the construction of reality in the context of biblical learning. The analysis clearly shows that physical as well as socialization-related limitations, structural and systemic conditions in the German school system, and also strangeness and existential irrelevance, are obvious barriers that prevent students in heterogeneous settings from accessing biblical learning. In the synopsis, with theological–pedagogical implications as well as didactical challenges, it becomes clear how necessary difference-sensitive Bible didactics in the context of heterogeneity and social inequality is. Finally, based on the empirical evidence of the analyzed case studies and the theoretical framings, concrete expectations for biblical learning in religious education, in relation to heterogeneity and social inequality, are highlighted.
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Händel, Marion, Svenja Bendenlier, Michaela Gläser-Zikuda, Rudolf Kammerl, Bärbel Kopp, and Albert Ziegler. "Do students have the means to learn during the coronavirus pandemic? Student demands for distance learning in a suddenly digital landscape." Journal for Educational Research Online 2022, no. 1 (June 22, 2022): 174–85. http://dx.doi.org/10.31244/jero.2022.01.08.
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Across the globe, 2020 terms began under conditions incited by the corona pandemic. Within a relatively short amount of time, universities started to develop and implement online courses for distance learning. The current study is about an online survey at a German university investigating the unique circumstances under which students began the digital 2020 summer term. Of approximate-ly 38 500 students, N = 5563 students from across all institutional faculties took part in the survey. Results indicate how well students are equipped with devices for digital learning, what kind of experiences they have already made with online learning, and how competent they reported feeling regarding digital learning. The study provides important insights into digital higher education during the exceptional pandemic situation. The results are intended to feed into student counselling systems via support by way of access to devices or courses regarding digital skills, or through counselling for students with special social burdens.
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Herget, Sabine, Melanie Nafziger, Stephanie Sauer, Markus Bleckwenn, Thomas Frese, and Tobias Deutsch. "How to increase the attractiveness of undergraduate rural clerkships? A cross-sectional study among medical students at two German medical schools." BMJ Open 11, no. 6 (June 2021): e046357. http://dx.doi.org/10.1136/bmjopen-2020-046357.
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ObjectivesWhile literature provides substantial evidence that undergraduate rural clerkships may contribute to attract medical students to rural careers, so far little is known about how to convince medical students to choose rural teaching sites for their clerkships, which is usually optional. Thus, this study aimed to investigate students’ preferences and perceptions regarding different rural teaching and clerkship formats, important side conditions and suitable communication strategies to promote rural clerkships.DesignCross-sectional study based on a quantitative survey among medical students in advanced study years.SettingTwo German medical schools (Leipzig and Halle-Wittenberg).ParticipantsMedical students in third to fifth year (of six).ResultsResponse rate was 87.1% with n=909 analysable questionnaires. Participants’ mean age was 25.0 years and 65.2% were women. For 97.9% of the students completing some kind of rural clerkship was imaginable, for 90.8% even participation in a rural clerkship of 4 weeks and longer. Nearly half of the students (48.0%) specified that a rural clerkship 4 weeks and longer was ‘absolutely imaginable’. Younger age, having grown up in a rural or small-town region, being able to imagine future working in a small-town or rural area, and general practice as favoured, or at least conceivable career option were independently associated with a higher willingness to complete longer rural clerkships. Financial and organisational issues including remuneration of the clerkship, cost absorption for travelling and accommodation, and accessibility by public transport were the most important side conditions to increase the attractiveness of rural clerkships. Experience reports by fellow students, social media and informational events were stated to be the most suitable ways to advertise rural teaching offers.ConclusionsThe majority of the students are open-minded regarding even longer rural clerkships. This study adds new insights into measures that should be taken to convince them to actually chose this option.
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Ivanova, Zinaida. "Eco-anthropocentric approach in urban planning: European and Russian experience." E3S Web of Conferences 157 (2020): 03014. http://dx.doi.org/10.1051/e3sconf/202015703014.
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The article presents an idea that social consciousness should be changed in order to create humanized ecological city environment. This consciousness may be formed being influenced by external conditions: educational activities on creating such environment. The author analyses eco-anthropocentric approach to city territories development in Russia and European countries. Now that ecological problems are becoming more acute and the climate is changing, this approach is the only possible for creation of comfortable and safe environment. This is the way to preserve biosphere for the next generations too. The article observes the legislation in Russia, Germany, Denmark and the Netherlands in terms of obligatory measures to preserve the environment and people’s participation in decision-making. The author has conducted sociological studies using questionnaire, focus-groups and interview to find out the respondents’ attitude to actions of city government on developing the territories as well as the respondents’ recommendations on organizing public hearings concerning city problems. City planners – scientists from research institutes and Master students from Moscow State University of Civil Engineering were the respondents. The author’s conclusion is: the legislations of the observed European countries are more developed in terms of environmental protection and concern for people’s well-being as compared to Russia. Russia doesn’t have separate law on climatic changes. The sociological studies show critical attitude of Russian people to laws and governmental actions, though they haven’t showed high activity and determination to act, which means the social consciousness hasn’t yet become the base for transformations.
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Marsh, Julie A., and Kate Kennedy. "Possibilities and Challenges: Conditions Shaping Educators’ Use of Social–Emotional Learning Indicators." Teachers College Record: The Voice of Scholarship in Education 122, no. 14 (November 2020): 1–28. http://dx.doi.org/10.1177/016146812012201409.
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Background/Context Researchers have amassed considerable evidence on the use of student performance data (e.g., benchmark and standardized state tests) to inform educational improvement, but few have examined the use of nonacademic indicators (e.g., indicators of social and emotional well-being) available to educators, and whether the factors shaping academic data use remain true for these newer types of data. While the field continues to advocate for greater attention to the social–emotional development of students, there remains little guidance on conditions supporting the use of data on these important mindsets, dispositions, beliefs, and behaviors. Purpose/Focus of the Study In this article, we use sensemaking theory, prior research on academic data use, and research from a study of “early adopter” California districts to develop a framework for understanding conditions likely to shape educators’ use of social–emotional learning (SEL) indicators to inform practice. Research Design We develop our findings and framework by drawing on prior research and theory, as well as data from a multiyear research–practice partnership with a consortium of California districts that began measuring SEL as part of the No Child Left Behind waiver they received from the U.S. Department of Education. We draw on more than 125 interviews with consortium leaders, central office administrators, leaders, teachers, and staff in 25 schools and six districts to understand how they made sense of SEL and SEL survey data, as well as the practices employed to support SEL. Findings We find that five categories of conditions appear to shape how educators interpret and respond to SEL indicators: policy context, organizational conditions, interpersonal relationships and interactions, data user characteristics, and data properties. Much like academic data use, we find: (1) the accountability policy context can convey a sense of importance, but may also lead to distortive responses; (2) district and school leaders are critical for allocating time and staff, and cultivating a data culture; (3) collaboration facilitates sensemaking; (4) individual-level knowledge and beliefs can shape interpretation; and (5) timeliness and perceived relevance of data matter. Some of these conditions, however, are uniquely relevant to the use of SEL data, which brings greater ambiguity, uncertainty, and a decoupling from the traditional academic role of educators. We find that including SEL indicators in multiple measure systems can lead to uncertainty and interpretive complexity, and divide educators’ attention. Deficit conceptions may also shape sensemaking and are especially germane in the SEL context given documented gaps by race/ethnicity on measures of SEL. Another condition especially relevant to SEL indicator usage is the lack of coherence or clarity around SEL. The frequent misunderstandings of and disagreement about SEL—sometimes shaped by disciplinary background—could lead to different interpretations and responses. All of these conditions suggest that sensemaking and response to SEL data indicators are complex processes that require multiple enabling factors. Conclusions and Implications Given the significant investments in supporting and measuring student social-emotional development, it behooves policymakers, education leaders and practitioners to better understand the conditions facilitating and inhibiting productive use of SEL indicators. The framework provided herein presents a set of concepts and conditions that may be useful in supporting this process. The findings also raise a cautionary flag that while sometimes consistent with the process of using academic data, the use of SEL indicators may present added challenges worthy of attention. We conclude with implications for policy, practice, and research. Notably, education leaders and practitioners may want to invest in building common understanding of SEL and capacity to interpret and act on these indicators, and consider how equity orientations shape understanding and usage of SEL indicators. Policymakers may want to consider more formative uses of SEL data that are provided to educators earlier in the year, and attend to the human capital needs that accompany SEL data usage. Finally, researchers might build on this work by further examining the relationship between SEL and culture/climate and the ways in which educators respond to data on both, and also investigate the outcomes of SEL data usage, such as actions that lead to meaningful improvements in SEL.
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Hartl, Anna, Doris Holzberger, Julia Hugo, Kristin Wolf, and Mareike Kunter. "Promoting Student Teachers’ Well-Being." Zeitschrift für Psychologie 230, no. 3 (July 2022): 241–52. http://dx.doi.org/10.1027/2151-2604/a000495.
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Abstract. Student teachers’ well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students’ well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between the emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of later emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students’ well-being.
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Vysotskaya, Inna V., Tamara G. Yovanovich, Natalya V. Alekseenko, and Olga V. Lasareva. "«EDUCATIONAL TOURISM» IN THE THIR D AGE AS A PART OF EDUCATIONAL CONCEPTION OF THE EVERYDAY LIFE (BASED ON STUDY MATERIALS OF GERMANY AND RUSSIAN RESEARCHERS)." Sovremennye issledovaniya sotsialnykh problem 14, no. 3 (October 31, 2022): 92–109. http://dx.doi.org/10.12731/2077-1770-2022-14-3-92-109.
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Background. The primary task for the authors of the article is the issue of considering the variability and ways of social adaptation of elder people, their activity and sufficient communication. Tourism is the most effective mean combining all conditions above.
Purpose. To consider and characterize the “concept of learning tourism”. Objectives: to identify institutions that provide touristic services to the elderly; identify the main themes of the third age tourism; to determine the types of educational tourism; to formulate trends in the development of tourism for elder people.
Research materials and methods: comparative analysis, which provided an opportunity to compare and summarize information about the organizational forms of educational tourism for elder people. The method of translation, interpretation and analysis of scientific works, documentary sources, Internet materials allowed us to draw reasonable conclusions. Data synthesis and analogy methods were applied to systematize information and identify patterns and distinctive features of “educational tourism” for the elderly.
Results. The article gives a qualitative description of “educational tourism”: this concept is considered; the basic needs and preferences of older people in tourism services are identified; types of educational tourism and its thematic directions are defined; prospects for the development of tourism for the elderly are noted. The article summarizes the concept of “educational tourism” in relation to Russian reality and outlines the main trends in the development of this direction.
Practical implications. The obtained results can be applied in the field of educational tourism in Russia; in the development and implementation of touristic programs, taking into account the specific features of Russia; the materials under research are applicable for teaching students at colleges and universities.
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Rożniatowska, Karolina, Hubert Kaszyński, and Olga Maciejewska. "Social work education in the light of the evaluation of the "Axiological Walk in Kobierzyn"." Praca Socjalna 34, no. 3 (June 30, 2019): 75–92. http://dx.doi.org/10.5604/01.3001.0013.5702.
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In the education of social workers, it is particularly important to seek working methods that provide to experience values which define the foundations of professional action. The authors of the article approve the personalistic philosophy as a theoretical basis of educational work, the practice of which is based on the cooperation of academic staff and students, striving for partnership, open dialogue and experiencing personal subjectivity. Nevertheless, the essence of the issue is to search for the content of education, which refers not only to contemporary social issues, but also to their historical conditions and correlates. The context for the article is a reflection on the history of 20th century eugenics, with particular emphasis on the extermination of nearly a quarter of a million people with mental illness and disabilities performed by the German Nazi. It is difficult, without studying the times in which the history derailed, to fully understand the social responsibility of people who are particularly vulnerable and exposed to social non-recognition and damage. The curriculum of social workers’ education at the Institute of Sociology of the Jagiellonian University in Krakow has included the space of the Clinical Hospital in Krakow's Kobierzyn, where, in cooperation with the Institute of Therapy and Social Education - the Association, an educational project under the name of Axiological Walk in Kobierzyn is being implemented. The article is based on reflection on axiological education in the light of evaluation of the aforementioned project.
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Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
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The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
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Panas, Ewelina, and Marcin Gołębiowski. "Educational and scientific programmes for the citizens of Belarus as an example of science diplomacy – a political and legal analysis." Rocznik Instytutu Europy Środkowo-Wschodniej 19, no. 4 (December 2021): 243–64. http://dx.doi.org/10.36874/riesw.2021.4.12.
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Owing to current events in Belarus (political and social, including the economic crisis and the ongoing activities that are having a negative impact on the functioning of opposition movements), the country is becoming an arena of competition for influence. In the context of the subject of this analysis, rivalry, especially in terms of the influence of other states on Belarusian society, is of key importance. Science diplomacy may be a tool of competition for influence. The fact that science diplomacy can be both a tool with which to cooperate with other countries in the region and a tool of competition for influence is of key importance in analysing this problem. The scientific potential of the Belarusian community is also of interest to other countries, including Ukraine, Lithuania, and Germany. The effective and efficient implementation of science diplomacy activities towards Belarus is undoubtedly in line with the well-understood Polish national interest. The aim of the article was to conduct a political and legal analysis of the process by which Poland is using science diplomacy as a tool for influencing the scientific community of Belarus. Another research goal was to analyse the activities undertaken by two other countries in the region – Ukraine and Lithuania – with respect to science diplomacy. The article also aimed to analyse the formal and legal conditions related to the normative solutions used in the countries under analysis, enabling the undertaking and implementation of education by Belarusian citizens. The educational and scientific programmes offered to students and scientists from Belarus in Poland were also subject to legal analyses. The whole analysis is supplemented and concluded by an attempt to evaluate the effectiveness of the activities carried out so far.
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Tatarinova, Maya N., Valentina S. Gulyaeva, Natalya A. Gruba, and Alexandra A. Kirillovykh. "Selection and organization of speech material for teaching students of Linguistics foreign-language speaking. Part II." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 200–220. http://dx.doi.org/10.32744/pse.2022.1.13.
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The problem for the research. Modern social contract requires linguistic departments and universities to create the most favourable conditions for teaching students oral productive foreign-language speech in order to develop their universal, general professional and professional competencies. The problem of the research is connected with the solution of the issues of selection and organization of speech material, adequate to the tasks of teaching speaking at the Linguistics Department to ensure interpersonal, intercultural and professional interaction of students. Methods of investigation. Experimental teaching students foreign-language speaking on the basis of the principles of selection and organization of speech material, proposed in the article, was carried out at the Linguistics Department of Vyatka State University (32 first-year students, speciality 44.03.05 Pedagogical Education (with two profiles), the training focus “English, German”). Quantitative and qualitative criteria for evaluating students’ monologic and dialogical speech were developed and reflected in the subsystem of informative and analytical training exercises, as well as speech ones on the controlled use of materials of educational conversational texts, on working with model dialogues, for teaching prepared and spontaneous oral speech. The findings of the study. A system of particular methodological principles is presented: for the selection of speech material: compliance with the type of foreign-language speech activity (speaking), accessibility and feasibility, compliance with students’ interests and needs, authenticity, novelty, cultural orientation; for the organization of speech material: comparative, personal, subjective and individual individualization, problem-informational adequacy and sufficiency of content. The results of the experimental work indicate that the proficiency in foreign-language monologic speech (cycle 1) increased in 56% of students; dialogical speech (cycle 2) – in 66 %. The calculation of G-criterion of signs revealed that at the end of the 1st cycle Gemp. ≤ Gcr. (0 ≤ 5); at the end of the 2nd one Gemp. ≤ Gcr. (0 ≤ 6). This indicates that the shift in the typical direction in our case is not accidental, and with 95 % of confidence it can be stated that it is due to the conduct of experimental work. Conclusion. It is proved that taking into account the proposed principles improves the quality of teaching an oral productive type of foreign-language speech activity and contributes to the development of universal, general professional and professional competencies of students.
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Afifah, Lilis, and Pratomo Widodo. "KESALAHAN DEIKSIS DALAM KARANGAN MAHASISWA PADA NIVEAU A2 DI JURUSAN SASTRA JERMAN UM." LingTera 2, no. 1 (May 1, 2015): 27. http://dx.doi.org/10.21831/lt.v2i1.5413.
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Penelitian ini bertujuan untuk mengetahui kesalahan-kesalahan yang terdapat dalam penggunaan deiksis persona, deiksis tempat, dan deiksis waktu dalam karangan mahasiswa pada Niveau A2 di Jurusan Sastra Jerman UM serta mengetahui faktor-faktor penyebabnya. Subjek penelitian adalah karangan mahasiswa yang dihasilkan dalam matakuliah Aufsatz II. Objek penelitiannya adalah kesalahan deiksis persona, kesalahan deiksis tempat, dan kesalahan deiksis waktu. Proses pengumpulan data menggunakan metode simak yang terdiri dari teknik dasar yang berwujud teknik sadap dan dilanjutkan dengan teknik simak bebas libat cakap. Instrumen penelitian adalah peneliti (human instrument). Keabsahan data dicapai melalui intrarater dan interrater. Selanjutnya data dianalisis dengan metode agih. Hasil penelitian ini adalah sebagai berikut. Dalam karangan mahasiswa ditemukan kesalahan-kesalahan yang terkandung dalam deiksis persona, deiksis tempat, dan deiksis waktu. Faktor yang menyebabkan kesalahan tersebut adalah interferensi, over generalisasi, strategi komunikasi, elemen pembelajaran bahasa asing, kurangnya kontras, kondisi sosial psikologis pembelajar, efek domino, dan redundansi. ________________________________________________________________________________________________________________ DEIXIS ERRORS IN STUDENTS’ ESSAYS IN THE DEPARTMENT OF GERMAN LITERATURE OF UM Abstract This study aimed at determining the erros in using personal deixis, spatial deixis, and temporal deixis in students’ essays on Niveau A2 in the Department of German Literature of UM and also aimed at determining the factors that motivate the occurrence of deixis errors. The subjects were essays written by students which were made in the course of Aufsatz II. The research objects were personal deixis errors, spatial deixis errors, and temporal deixis errors. The data were collected using the observation method which consisted of basic techniques in the form of recording techniques and continued by using the technique of uninvolved-conversation observation. The research instrument in this study was the researcher (human instrument). The data trustworthiness was gained through intrarater and interrater. Furthermore, the data were analyzed by using the distributional method.The results of this study are as follows. In the essay of Niveau A2 students in the German Literature Department of UM, there are some errors in using personal deixis, spatial deixis, and temporal deixis. Errors of personal deixis are realized in six forms of pronouns: personal pronouns, relative pronouns, indefinite pronouns, demonstrative pronouns, and possessive pronouns. Errors of spatial deixis are realized in adverbs and verbs. Errors of temporal deixis are realized in adverbs and tenses. The occurrences of those errors are motivated by a variety of factors, i.e. interference, over-generalization, communication strategies, elements of foreign language learning, a lack of contrast, the students’ social psychological conditions, domino effect, and redundancy. Keywords: errors, deixis, essay
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Pestel, Friedemann. "Educating against Revolution: French Émigré Schools and the Challenge of the Next Generation." European History Quarterly 47, no. 2 (April 2017): 229–56. http://dx.doi.org/10.1177/0265691416688164.
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The education of children as future elites after the Restoration was a persistent concern for French émigrés after the Revolution of 1789. Focusing on discourse on émigré education and émigré schools in Britain and the Holy Roman Empire of the German Nation, this article examines how, in the 1790s, the émigrés' rejection of the Republic and their quest for monarchical restoration resonated in pedagogical activities. Under difficult living conditions and unclear prospects of political exile, education became a consolidating strategy of combating the Revolution with pedagogical means. The social composition, educational programmes, and public representations of émigré schools reveal their pivotal role in émigré community life, involving priests, women, writers, politicians, local supporters – and children. Comparison between Britain and the Holy Roman Empire allows for differentiating strategies of integration into the host societies and of immunization against revolutionary influences. Education contributed to strengthening the émigrés' identity and mobilizing their hosts for the ideological, military, and humanitarian struggle against the Revolution. The students' later careers call for reconsidering experiences of exile education among the elites of Napoleonic and Restoration France.
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Tatarinova, Maya N., Rimma A. Cheremisinova, Natalya A. Gruba, and Frank A. Heberlein. "Selection and organization of speech material for teaching students of Linguistics foreign-language speaking. Part I." Perspectives of Science and Education 54, no. 6 (December 31, 2021): 226–41. http://dx.doi.org/10.32744/pse.2021.6.15.
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The problem for the research. Modern social contract requires linguistic departments and universities to create the most favourable conditions for teaching students oral productive foreign-language speech in order to develop their universal, general professional and professional competencies. The problem of the research is connected with the solution of the issues of selection and organization of speech material, adequate to the tasks of teaching speaking at the Linguistics Department to ensure interpersonal, intercultural and professional interaction of students. Methods of investigation. Experimental teaching students foreign-language speaking on the basis of the principles of selection and organization of speech material, proposed in the article, was carried out at the Linguistics Department of Vyatka State University (32 first-year students, speciality 44.03.05 Pedagogical Education (with two profiles), the training focus “English, German”). Quantitative and qualitative criteria for evaluating students’ monologic and dialogical speech were developed. The criteria were reflected in the subsystem of informative and analytical training exercises, as well as speech ones on the controlled use of materials of educational conversational texts, on working with model dialogues, for teaching prepared and spontaneous oral speech. The findings of the study. The results of the experimental work indicate that the proficiency in foreign-language monologic speech (cycle 1) increased in 56% of students; dialogical speech (cycle 2) – in 66 %. The calculation of G-criterion of signs revealed that at the end of the 1st cycle Gemp. ≤ Gcr. (0 ≤ 5); at the end of the 2nd one Gemp. ≤ Gcr. (0 ≤ 6). This indicates that the shift in the typical direction in our case is not accidental, and with 95 % of confidence it can be stated that it is due to the conduct of experimental work. Conclusions. The purpose of the article is achieved. It presents the typology of speech material for teaching foreign-language speaking at the Linguistics Department; the principles and products of its selection and organization. It is proved that taking into account the proposed principles improves the quality of teaching an oral productive type of foreign-language speech activity and contributes to the development of universal, general professional and professional competencies of students.
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Nawawi, Ahmad. "Pentingnya Pendidikan Nilai Moral Bagi Generasi Penerus." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 16, no. 2 (May 27, 2018): 119–33. http://dx.doi.org/10.24090/insania.v16i2.1582.
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Abstract: Moral/ Religion Values Education in Indonesia from 1968 to now a days are still neglected, it has not been addressed in a planned and serious. This is proved by the number of hours learning that has nuances of religious and moral education in minimal, it is only 2 to 4 hours per week than the hours from 34 to 42 hours per week. Whereas by KTSP, it is actually more manageable, so that these needs can be accommodated and fulfilled. Moral/ Religion Values Education is very important for youth as the future generation, that lifted the nation’s dignity, increasing quality of life, life for the better, safe and comfortable and prosperous. Education is to form the next generation who has German brains and has Mecca heart that reflects a balance between knowledge and practice of the moral / religious values. Ideal conditions of the next generation youth, as an individual who is growing, and therefore need to be given the opportunity to grow in proportion, directed, and optimal and get a balanced education services between knowledge and moral / religion education. They have a role and position strategic in the continuity of the nation life. But the factual conditions in the field as it appears in print and electronic media, in fact as the next generation, youths caught up in immoral behavior that is very worrying and fearing even disturbing the public, such as the emergence of biker gangs, fights (students, university students, and even between villages involving mass ). It is predicted as a result of the neglect of Moral Values Education in Indonesia. Therefore, this writing tries to explore based on literature review and the real conditions in the field to obtain a reliable solution / cespleng. Assisted by the Social and Moral Development theories of Albert Bandura and Kohlberg expected a solution to encourage the implementation of Moral/ Religion Values Education in Indonesia.
Keywords: Moral Values Education / Religion, next generation.