Historic and Cultural Transformation of an Educational Institution: The Workers Faculties in Vietnam, Cuba and Mozambique. Globalization of an Educational Idea

继续提供资金的提议一方面是因为调查结果超出了最初的项目提案范围，另一方面是因为在获取档案方面遇到了困难，以及需要分析更多的档案记录。最后一点特别涉及越南案例研究，没有这些资料来源，研究的重要论题就无法充分展开。超出最初项目提案的调查结果表明，工人教职人员的转移过程比最初设想的要复杂得多。不仅德意志民主共和国和苏联，而且中国人民共和国也作为贷款国参与了这些转让。与之前的假设相反，仅基于英语文献来重建中国工人学院体系是不可能的，因为它经历了复杂和不同的修改。这就需要对已编撰的大量中文文献进行系统分析。此外，显而易见的是，不仅欧洲国家与亚洲、非洲和拉丁美洲国家之间的转移进程对工人学院的国际传播具有重要意义，而且南南合作也发挥了作用(从古巴到尼加拉瓜、莫桑比克；从越南到老挝、柬埔寨)。因此，南南合作对整个研究课题的评估具有最重要的意义，应以古巴工人学院转到尼加拉瓜为例进行调查。这些项目的调查结果在理论上应与全球化的论述相联系。最初的项目发现，苏联的Rabfak(raboij fakutet，工人学院)模式只是被研究的国家可以利用的一种可能性，当被认为是解决普遍存在的当地问题的适当解决方案时，可以借鉴这种可能性。尽管有这种强大的地方性坚持，工人学院在全球的传播可以被理解为苏联(Boden 2013；Sanchez-Sibony 2014)或社会主义(Aust 2013)全球化的一种特定形式。比较中应包括更多的国家，以突出这一假设。为此，已经对朝鲜民主主义人民共和国的工人学院进行了调查。德国联邦档案馆和德国联邦外交部关于阿富汗、也门以及埃塞俄比亚和安哥拉工人学院的政治档案馆的研究应提供未完全实施的移交的对比案例。对全球工人学院传播的全面考察及其与全球化话语的理论联系，旨在以工人学院转移为例，为我们在教育领域把握社会主义全球化提供一种理论方法。

The proposal for continued funding results on one hand from findings reaching beyond the initial project proposal, and on the other hand from difficulties in access to archives as well as from the need for the analysis of additional archival records. The last point especially concerns the Vietnam case study, for which important theses of the study cannot adequately be pursued without these sources. The findings reaching beyond the initial project proposal show that Workers Faculties transfer processes were considerably more complex than originally assumed. Not only the German Democratic Republic and the Soviet Union, but also the Peoples Republic of China, were involved in these transfers as lending countries. Contrary to previous assumptions it is not possible to reconstruct the Chinese Workers Faculty system based on English language literature alone because of the complexity and diverse modifications it underwent. This necessitates a systematic analysis of the extensive Chinese language literature already compiled. Additionally, it became clear that not only transfer processes between European countries on the one hand and countries in Asia, Africa as well as in Latin America on the other were of importance for the international spread of Workers Faculties, but that south-south cooperation also played a role (Cuba to Nicaragua, Mozambique; Vietnam to Laos, Cambodia). South-south cooperation therefore turned out to be of highest importance for the assessment of the overall research topic, and shall be investigated based on the example of Workers Faculty transfer from Cuba to Nicaragua. The projects findings shall be theoretically linked to globalization discourses. The initial project found that the Soviet Rabfak (raboij fakutet, Workers Faculty) model merely served as one possibility available to the researched countries that was drawn on when deemed a suitable solution for prevailing local problems. Despite this strong local persistence, the global spread of Workers Faculties can be understood as one specific form of Soviet (Boden 2013; Sanchez-Sibony 2014) or socialist (Aust 2013) globalization. Additional countries shall be included in the comparison to focus this hypothesis. To this end, Workers Faculties in the Democratic Peoples Republic of Korea have already been investigated. Contrasting cases of incompletely implemented transfers shall be provided by research at the German Federal Archives and the German Federal Foreign Offices Political Archive on Workers Faculties in Afghanistan, Yemen, as well as Ethiopia and Angola. The comprehensive investigation of the global spread of Workers Faculties and the theoretical linking to globalization discourses aim at using the example of Workers Faculties transfers to develop a theoretical approach for grasping socialist globalization in the field of education.