Inhalt
IJREE – International Journal for Research on Extended Education
1-2018: Extended Education from an International Comparative Point of View
Special Section
Marianne Schuepbach: Introduction: Extended Education from an International Comparative Point of View
Marianne Schuepbach / Denise Huang: Comparison of Extended Education and Research in this Field in Taiwan and in Switzerland
Sang Hoon Bae / Fuyuko Kanefuji: A Comparison of the Afterschool Programs of Korea and Japan: From the Institutional and Ecological Perspectives
Anna Klerfelt / Ludwig Stecher: Swedish School-age Educare Centres and German All-day Schools – A Bi-national Comparison of Two Prototypes of Extended Education
General Contributions
Anna-Lena Ljusberg: Doing Masculinity in School-age Child-care: An Ethnographic Study
Sang Hoon Bae / Sue Bin Jeon / Song le Han: The Relationship Between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students
Developments in the Field of Extended Education
Mark Bray / Wei Zhang: Public-Private Partnerships in Supplementary Education: Sharing Experiences in East Asian Contexts
Marianne Schuepbach / Ludwig Stecher: Conference report of the 1st WERA-IRN EDUCATION Conference: Extended Education from an International Comparative Point of View at the University of Bamberg
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Abstracts
Comparison of Extended Education and Research in this Field in Taiwan and in Switzerland (Marianne Schuepbach, Denise Huang)
During the past two decades, there is a global growing interest in the field of extended education. Countries in both the East and the West alike have been investing in developing systems to support student learning after the traditional school hours. This paper examines the similarities and differences in this trend of development in Taiwan and Switzerland. Cultural influences, the beliefs and values of these countries, and the importance of contextualization in comparative education are discussed. Keywords: Extended education, afterschool, Switzerland, Taiwan, comparison study
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A Comparison of the Afterschool Programs of Korea and Japan: From the Institutional and Ecological Perspectives (Sang Hoon Bae, Fuyuko Kanefuji)
The present study compared Korea and Japan in terms of each country’s afterschool program system. First, the historical and social backgrounds that have influenced the development of afterschool programs in the two countries were compared. Second, the current status of afterschool programs was described. Third, comparisons were made based on the kinds of policies that have been developed and implemented to promote the programs. The study also examined problems and issues that the two countries face in this regard. Finally, similarities and differences between the two afterschool program systems were suggested. It has been speculated that the two countries’ afterschool systems have become similar due to their geographical proximity and ongoing social and cultural interactions. However, it is argued that differences in the social contexts of the two countries have contributed to the development of distinct characteristics for each of the afterschool programs. Keywords: Afterschool programs, Comparison, Korea and Japan, Institutional theory, Ecological perspective
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Swedish School-age Educare Centres and German All-day Schools – A Bi-national Comparison of Two Prototypes of Extended Education (Anna Klerfelt, Ludwig Stecher)
In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics. Keywords: Extended Education; Bi-national Comparison; Swedish School-Age Educare Centres; German All-day Schools
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Doing Masculinity in School-age Child-care: An Ethnographic Study (Anna-Lena Ljusberg)
This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy’s way from positioning himself as a “boy who does not fight” to a “boy who fights”. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children – especially the boys – formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power. Keywords: independence, gender, masculinity, position, power, school-age, child-care
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The Relationship Between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students (Sang Hoon Bae, Sue Bin Jeon, Song le Han)
In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students’ cognitive and social outcomes. Keywords: out-of-class activities, cognitive outcomes, social outcomes, K-NSSE, college effect
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