Institutional change and path dependencies. Determinants of structural-reform processes in Germany's eastern Laender

制度变迁和路径依赖。

• 批准号: 255412489
• 负责人: Professorin Dr. Rita Nikolai
• 金额: --
• 依托单位: Lehrstuhl für Pädagogik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2016-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/255412489?language=en
• 关键词: Institutional; change; path; dependencies.; Determinants

In the course of the reunification of Germany, the East German states implemented different secondary school systems in 1991. So far, there is a lack of theory-guided analysis that could disclose the determinants of these reforms or explain differences between the states` reform bills. By adopting a historical-institutionalist perspective, this study aims to investigate and to compare the decision-making processes in the reform of school structures in the Eastern German states in the years 1990 to 1991. Operating within a framework of path dependence, the project examines which mechanism could explain differences in secondary school systems. The study assumes that an interaction of utilitarian, functional, power-based, and legitimation-based mechanisms explains the diversity of school structures. These mechanisms are the sources of inertia and drivers of change in secondary school systems. Despite all of the changes in the new school structures, a number of continuities with the GDR school system exist. For the empirical reconstruction of the event sequences the study carry out qualitative content analyses (Mayring, 2010) of parliamentary and non-parliamentary documents and semi-structured interviews. This study reveals how historical institutional concepts can be used in the analysis of persistence and change in educational institutions. The analysis of historical development dynamics reveals conditions for the change potentials of school systems and may explain current reform process in school structures.

在德国统一的过程中，东德各州于1991年实行了不同的中学制度。到目前为止，还缺乏理论指导的分析，可以揭示这些改革的决定因素或解释各州改革法案之间的差异。本研究从历史制度主义的视角，对1990 - 1991年东德各州学校结构改革的决策过程进行了考察和比较。该项目在路径依赖的框架内运作，研究哪种机制可以解释中学制度的差异。本研究认为，功利性、功能性、权力性和合法性机制的相互作用解释了学校结构的多样性。这些机制是中学教育系统惰性的根源和变革的驱动力。尽管新的学校结构发生了种种变化，但仍有一些与民主德国学校系统的延续性。为了对事件序列进行实证重建，本研究对议会和非议会文件进行了定性内容分析（Mayring，2010）和半结构化访谈。本研究揭示了如何历史制度的概念，可以用来分析的持久性和变化的教育机构。对历史发展动力的分析揭示了学校制度变革潜力的条件，并可能解释当前学校结构的改革进程。