Identität und Engagement im Alter: Eine empirische Untersuchung (German Edition)

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National feedback on data within the educational fields…. Generally, the feedback of experts, who participated in the pre-test, from countries with comparatively high educational levels point out the insufficient state of statistical data in arts education. Partial exceptions are the formal and the non-formal fields, for which in some cases data exist, presumably from school statistics or institutional statistics. If this feedback would be verified by valid data it becomes obvious that there is a real lack of empirical research in arts education.

AEDI also could help to identify general findings on arts education organisational structures. Figure 4: Extension of non-formal education differentiated by reached students within curricular artistic offers in eight countries. If this finding can be verified based on valid data, that countries with a highly developed curricular arts education sector also provide this level within their non-formal offers, this would be revealing. It would not just dispel the prior outlined presumption, according to which a wide range of non-formal arts education would relieve a less developed curricular one, but also support the perspective, that a comprehensive curricular arts education sector is rather the premise for a manifold non-formal arts education sector.

It would also be enlightening if the following diagnosis could be proved with valid data: The reach of the curricular artistic sector in the pre-test is internationally much higher for the 8-year-olds than it is e. The offers for the year-olds in this context are also not compensated by intensified non-formal structures.

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This leads to the question, why the year-olds should be served less in arts education than the 8-year-olds. Figure 5: Average reach of target groups regarding artistic activities, differentiated by fields of education and age group. Designed as an index AEDI can be used for international comparisons. Generally it can be argued that a few quantitative data as indicators are not sufficient to draw a conclusion on the efficiency of arts educational systems and especially the quality of offers. However, in practice there can be found examples where this happens in other contexts for the purpose of contributing international comparisons and by this international competition.

When dealing with indices, it is essential to be able to estimate the significance of the implemented indicators in a realistic manner and to avoid generalizations or over-interpretations of any kind. The way in which the use of various indicators leads to different results, can be demonstrated strikingly with the few data of AEDI. For example, by comparing the national arts educational structures with AEDI it is necessary to take the predefined research design into account and think about how to handle the formal field that was — in favour of a better characterization — separated into the curricular and the extracurricular fields.

Including the data of both mentioned sub fields equally in the index without weighting, the formal educational field is predominant compared to the non-formal and informal contexts. Taking the corresponding effects into account, New Zealand ranks first with its far reach of target groups within the formal fields of education.

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If one stays with the original idea that the three fields are weighted equally — which involves the necessity to divide the formal educational field by two, since it is composed of the curricular and the extracurricular field —, Canada ranks first due to the fact that in this country a high reach of target groups within the non-formal and the informal fields of education can be observed. Originally, it was asked how many qualified school teachers and how many other educators are participating in arts educational programmes within the respected educational fields, and what kinds of artistic trainings and pedagogical qualifications they have.

So in a ranking list Germany is in seventh place concerning the reach of target groups, but shifts to fourth place when both aspects are taken into consideration. Due to the increase of indicators, the ranking amongst the countries could change continuously. Hence, researchers are encouraged to establish more indicators for this context in a long-term. In doing so, one must keep in mind that the model has to stay manageable for the experts. AEDI can also be linked to other arts education studies. Conceivable is a connection to qualitative international research projects, for which AEDI as an index can offer a basis to group the participating countries into different arts education structural types and then put this grouping directly into the context of the qualitative results of the particular studies.

This can be used to outline the value of arts education for national systems according to the Seoul Agenda, and at the same time show potential links between the national significance of arts education and other social developments. An interesting research question in this context could be for example, if countries which succeeded in PISA also invest in a broad infrastructure of arts educational offers.

Is the key to success here perhaps not the focus on core subjects, but rather the support of a wide range of educational offers? All participating experts, involved in the first pre-test, stressed the necessity of reworking AEDI and this also pointed out the difficulty of developing international research designs. In three areas it was possible to frame some important ideas for improvement as well as to point out problems which still need to be solved regarding AEDI, as listed up in following table:.

Initial, useful advice to further development of AEDI was provided by the experts in the pre-test. But it became rather obvious as well that a continued exchange of ideas and further pre-tests are still necessary for the development of a final index. Even if there is a need to invest more time and work into AEDI the investment could be useful because there are many advantages to a continuous monitoring of arts education, including the following aspects:.

Pfadnavigation Startseite. Methods and research design Specific national statistics about arts education in the fields of education hardly exist. Analysis opportunities The research approach is characterized in its name as an index with the goal of enabling international comparison. But AEDI provides more analysis opportunities, which can be located in four focal relevant themes as demonstrated in the following: Monitoring of International Data AEDI in its approach and basic idea is designed not just with the intention of collecting structural data, but also of producing an overview of existing data and empirical studies.

General Findings about Organisation Structures AEDI also could help to identify general findings on arts education organisational structures. Figure 5: Average reach of target groups regarding artistic activities, differentiated by fields of education and age group Working as Index for International Comparison Designed as an index AEDI can be used for international comparisons. They 've anyway post-Tetrarchic which has with the Southwest sense. You am form shows actually trigger!

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