Educational Policy and Urban Development Policy – Contextual Interfaces, Linkages and Interdependencies

Author(s):

Anna Juliane Heinrich(presenting / submitting)Angela Uttke

Conference:

ECER 2012

Network:

23. Policy Studies and Politics of Education

Format:

Paper

Session Information

23 SES 04 C, Educational Space

Parallel Paper Session

Time:

2012-09-19

09:00-10:30

Room:

FFL - Aula 31

Chair:

Tobias Werler

Contribution

The results of the first PISA-study in 2001 started a reinforced public discussion on the quality of education in Germany (cf. BMFSFJ 2005, p. 103). The social relevance of a good school education is growing nowadays because it forms the foundation of a knowledge-based society. Consequently, access to education has significant influence on integration, participation and the future prospects of young people (cf. Baumheier/Warsewa 2009, p. 19; cf. Höhne 2008, pp. 823 and 828f.).

Within the debate on educational policy, research and practice a comprehensive understanding of education establishes which acknowledges formal and non-formal educational processes as well as corresponding educational settings (cf. Olk 2008, p. 951; cf. BMFSFJ 2005, pp. 128 and 139; cf. Deutscher Städtetag 2007, p. 1). As a result "space" is becoming a central category of education (cf. Mack 2007, pp. 19-20). Cities and neighborhoods with their manifold educational settings form the basic framework for educational processes. It is here, where education and urban planning meet and relate to each other. First insights on a close relationship between education and urban development have been generated in model projects of the German National Urban Development Policy (cf. Biernath et al. 2009, pp. 2-3). Although, a close connection between education and urban development seems evident, the relationship has not yet been systematically investigated. The two fields of policy, action and research are mostly considered separately (cf. Fritsche/Rahn/Reutlinger 2011, pp. 50-51).

The paper to be presented at the conference shall discuss first insights on contextual interfaces, linkages and interdependencies of educational policy and urban development policy in Germany. The discussion will include connections between the two policy fields at federal, state and municipal level. Aim of the contribution is to define cross-cutting issues which relate to educational policy and urban development policy at the same time. Furthermore, aims and strategies of action addressing those cross-cutting issues shall be explored for both policy fields. Concluding, potentials and restraints of an exchange and collaboration of the two fields will be discussed.

The research questions to be answered are:

Which contextual interfaces, linkages and interdependencies exist between educational policy and urban development policy at federal, state and municipal level in Germany?
Which aims and strategies of action addressing cross-cutting issues of educational policy and urban development policy are discussed within the two policy fields?
Which potentials and restraints does an exchange and collaboration between the two policy fields bear?

Method

A policy-analysis shall allow exploring the interfaces, linkages and interdependencies between educational policy and urban development policy. Aim of a policy-analysis is to investigate policies and their principles, contents, results and effects (cf. Blum/Schubert 2011, pp. 15-16; cf. Schneider/Janning 2006, pp. 32 and 48). The presentation of the paper will embrace the results of a first exploration within the policy-analysis. The basis will be an analysis of policy documents of both policy fields such as legal texts, political papers and reports and documentations of programs.

Expected Outcomes

The exploration of connections between educational policy and urban development policy is relevant because both fields directly and indirectly deal with issues of education nowadays but nonetheless practice as well as scientific research lack an integrated reflection of the two policy fields. Educational processes take place on the municipal level which explains the consideration of this level within the study. The exploration of the federal and state level is important because those levels define topic areas, action fields and aims for the implementation on the municipal level. By enacting laws and regulations they provide a formal frame and by setting up projects and programs they create incentives for the implementation on the municipal level. The expected outcome of the investigation is a first structuring of the connections between educational policy and urban development policy which provides on the one hand a basis for further scientific research and on the other hand reveals potentials and restraints for a further development of the two policy fields.

References

Baumheier, U. and Warsewa, G., 2009. Vernetzte Bildungslandschaften: Internationale Erfahrungen und Stand der deutschen Entwicklung. In: P. Bleckmann and A. Durdel, eds. Lokale Bildungslandschaften. Perspektiven für Ganztagsschulen und Kommunen. Wiesbaden: VS Verlag, pp. 19–36. Biernath, A., Heußen, E., Ahnfeldt, B., Kalben, T. von, Luchterhandt, D., Burgdorff, F., Gräbener, M., Herrmann, M., Holch, M., Küchel, L., Simon-Philipp, C. and Steffen, G., 2009. Die Rolle der Bildung in der Nationalen Stadtentwicklungspolitik. Drei Thesen. Available at: http://www.nationale-stadtentwicklungspolitik.de/nn_251550/Content/__Anlagen/bildung__thesen,templateId=raw,property=publicationFile.pdf/bildung_thesen.pdf [Accessed 07 November 2011]. Bleckmann, P. and Durdel, A. eds., 2009. Lokale Bildungslandschaften. Perspektiven für Ganztagsschulen und Kommunen. Wiesbaden: VS Verlag. Blum, Sonja; Schubert, Klaus (2011): Politikfeldanalyse. 2. Aufl. Wiesbaden: VS Verlag. BMFSFJ (Bundesministeriums für Familie, Senioren, Frauen und Jugend) ed., 2005. Zwölfter Kinder- und Jugendbericht. Bericht über die Lebenssituation junger Menschen und die Leistungen der Kinderund Jugendhilfe in Deutschland, Berlin. Available at: [Accessed 13 September 2011]. Coelen, T. and Otto, H., ed., 2008: Grundbegriffe Ganztagsbildung. Das Handbuch. Wiesbaden: VS Verlag. Deutscher Städtetag, 2007. Aachener Erklärung des Deutschen Städtetages anlässlich des Kongresses „Bildung in der Stadt“ am 22./23. November 2007. Available at: [Accessed 28 September 2011]. Fritsche, C., Rahn, P. and Reutlinger, C., 2011. Quartier macht Schule. Die Perspektive der Kinder. Wiesbaden: VS Verlag. Höhne, T., 2008. Wissensgesellschaft. In: T. Coelen and H. Otto, ed. Grundbegriffe Ganztagsbildung. Das Handbuch. Wiesbaden: VS Verlag, pp. 823–831. Mack, W., 2007. Lokale Bildungslandschaften: Neue Ansätze der kommunalen Bildungspolitik als Antwort auf Herausforderungen des zwölften Kinder- und Jugendberichts. In: Deutsche Kinder- und Jugendstiftung, ed. Bildungslandschaften in gemeinschaftlicher Verantwortung gestalten: Grundsatzfragen und Praxisbeispiele: die Fensterschulen in Groningen. Berlin. Olk, T., 2008. Kommunale Bildungsplanung. In: T. Coelen and H. Otto, ed. Grundbegriffe Ganztagsbildung. Das Handbuch. Wiesbaden: VS Verlag, pp. 949–957. Schneider, Volker; Janning, Frank (2006): Politikfeldanalyse. Akteure, Diskurse und Netzwerke in der öffentlichen Politik. Wiesbaden: VS Verlag.

Author Information

Anna Juliane Heinrich (presenting / submitting)

Berlin University of Technology

Urban Design and Urban Development

Berlin

Angela Uttke

Berlin University of Technology, Germany

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