Prof. Dr. Ludwig Stecher, University of Giessen, Germany
Ludwig Stecher is an empirical researcher whose research focuses on extended education and all-day schooling in Germany. He received his PhD and his habilitation from University of Siegen, Germany, in 2001 and 2008, respectively. From 2005 till 2008 he has been senior researcher at the German Institute for International Educational Research (DIPF) in Frankfurt, Germany. Since 2008 he is professor for empirical educational research at the Institute of Educational Science, University of Giessen, Germany. In the last years he has carried out different studies funded by the German Federal Ministry of Education and Research in the field of extended education.
Prof. Dr. Anna Klerfelt, Jönköping University, Sweden
In my research I am mainly studying the school-age educare centre as an educational practice within the school framework, but with a special assignment and an expanded perspective on knowledge and learning. I am focusing various aspects, such as the relation between education and care, children's perspectives, the potential of the school-age educare to welcome newly arrived children, professional development and principals’ responsibility for collaborations between teachers with different qualifications. I received my PhD 2007 from the University of Gothenburg and I have also worked with the commission to develop school-age educare at Stockholm University, Sweden. I am involved in collaborations with researchers in other universities both inside and outside Sweden. In parallel with partaking in various research projects I teach in the teacher program and participate frequently in various practice-based cooperations with professionals. I am currently employed at The School of Education and Communication, Jönköping University.
Comparison of extended education and research in this field in Germany and in Sweden
In Sweden as well as in Germany an extensive system of state run programs for extended education is established. Although the goal and organization of the programs somewhat vary there are also common institutional features as well as a number of parallel education-related problems regardless of whether they are extracurricular activities at German all-day schools or goal-oriented educare in Swedish school-age educare centers.
Our presentation will begin with a short history of the development of the (state run) extended education sector in Sweden and in Germany and a short discussion of the various aspects the programs are aiming at. We will look upon different positions and problematize societal expectations.
In the second section we will focus on some of these differences in detail. We base our comparison on a matrix encompassing various dimensions. For example one dimension focuses on the question where the activities are located. In both countries the activities are located in schools, that means (mostly) within the school(building) and under the authority of the principal. A second dimension of comparison refers to the professionalism of the staff providing the various activities.
In the third section of our presentation we will give a short overview of research projects and findings on German all-day schools and Swedish school-age educare centres. In the last section of our presentation we will give some hints for further research on extended education focusing international comparison.
Dr. Denise Huang, CEO of The National HLH Foundation Taiwan
Denise Huang is the Chief Executive Officer at the HLH Foundation, a social welfare foundation at Taiwan. Her major vision for the foundation is the organization and establishment of a nationwide afterschool haven for at risk youths in Taiwan. Currently, there are 28 piloting sites at Taoyuan county, with the projection to expand to nationwide over 10 years’ time.
She earned her PhD degree in Educational Psychology at the University of Southern California in 1995. Before her employment at the HLH Foundation in July 2012, she was a Project Director and Senior Research Associate at the National Center for the Research of Educational Standards and Student Testing (CRESST) at UCLA from 2000 till 2012. The primary focus in her work has been the evaluations of after school programs, the investigations of the effect of motivation, attribution, and effort towards academic achievement, and the effect of parental influences.
Her responsibilities at CRESST included leading a research team in conducting evaluations on exploratory, formative, and summative studies for the different program components of a district wide afterschool program serving at- risk youths (LA’s BEST), and served as the co-principal investigator for the California Statewide Afterschool Program Evaluation Study funded by the California Department of Education. In addition, Dr Huang also led CRESST team as the validation coordinator for the National Partnership for Quality Afterschool Learning in identifying and validating promising and exemplary 21st CCLC programs nationwide, a study funded by the U.S. Department of Education.
Prof. Dr. Marianne Schüpbach, University of Bamberg, Germany
Marianne Schüpbach is an empirical researcher whose research focuses on extended education predominantly in Switzerland. She received her PhD from University of Fribourg, Switzerland (CH) in 2004 and her Habilitation from University of Bern (CH) in 2009. From 2010 till 2014 she has been an assistant professor of research on teaching and school at the Institute of Educational Science, University of Bern (CH). Since 2014 she is chair of Primary Education at the Institute of Educational Science, University of Bamberg, Germany. In the last years she has carried out different studies funded by the Swiss National Science Foundation in the field of extended education. In the last years she was a board member of the Swiss Society for Research in Education (SSRE/SGBF), and is the organizer of the WERA-IRN EXTENDED EDUCATION since 2017.
Comparison of extended education and research in this field in Taiwan and in Switzerland
In learning societies today there has been an increase in out-of-school time and extracurricular learning in childhood and in adolescence compared to the past. The last 10 to 20 years have seen numerous efforts to expand institutional education and care opportunities to supplement schooling in almost every modern country. This also applies to Taiwan in Asia and Switzerland in Europe. Extended education is often seen as a possible response to growing challenges and demands, and expectations concerning extended education are manifold: Extended education is viewed as a valuable contribution to the sociocultural infrastructure that makes it easier for parents to be employed and for children to participate in society and education.
Extended education programs have many common institutional features as well as a number of parallel education-related pedagogical problems. But there are also differences between the developments in individual countries. In our speech we will elaborate on the developments of past years in both countries – Taiwan and Switzerland –, as well as the similarities and differences between those countries concerning extended education.
In our lecture we will focus on (a) tradition and developments in extended education, the School scheduling, (b) the staring position and expectations, (c) the structure of the offerings, and (d) give a research overview and discuss similarities and differences. We will conclude with an outlook on what can we learn from each other and with an outlook on possible future research.
Prof. Dr. Sang Hoon Bae, Sungkyunkwan University, South Korea
Sang Hoon Bae is professor of education at the Department of Education in the Sungkyunkwan University. He also works as Director of Center for Innovative Higher Education. He completed both Ph. D. and MS degree in Workforce Education and Development (WFED) from the Pennsylvania State University (PSU) in 2006 and 2004, respectively and earned a BA in Ethics Education from the Seoul National University in Korea. His research interests focus on extended education, education reform policy, policy effectiveness, and student success in higher education. He has led many policy studies for education authorities including the Ministry of Education and Korean Research Foundation. Before joining in the faculty, he served as Assistant Secretary to the President for Education in the Office of the President. Professor Bae has sixteen-year experience in the Korean Ministry of Education. He has held positions in various parts of the Ministry, including Director in the After-school Policy Planning Team and in the International Cooperation Team.
Prof. Dr. Fuyuko Kanefuji, Bunkyo University, Japan
Fuyuko Kanefuji is a Professor at the Department of Human Sciences, Bunkyo University, Japan. She received her MA and PhD from the Institute of Education, the University of Tsukuba, Japan. Her specialism is educational sociology and extended education in Japan. She has carried out a number of studies using quantitative and qualitative research methods. Her resent research interests are on program development and its evaluation for extended education, and on effectiveness of education through the cooperation of school, family and community. Since 2010, she has carried out some comparative research projects on extended education founded by Japan Society for Promotion of Science. She has been contributing as a member of the Central Education Council for the Japanese government since 2015.
Comparison of extended education and research in this field in South Korea and Japan
Korea and Japan are the countries where extended education programs and offerings are greatly flourishing across the nation. Unlike most countries in Europe and North American regions, these two countries have traditionally shown the government’s strong intervention and supports to the extended education area. It is also obvious that cooperation and collaboration between public schools and the local community are recently emphasized and supported by both the government and the public. Given such similarities, many aspects of extended education, in terms of policy and practices, have also differences between the two countries, which in turn leads to lessons that may be considered for future development of extended education.
For a better understanding of extended education systems and practices of Korea and Japan, two speakers from the two countries will present information and data about a) historical development and societal backgrounds of extended education, b) the goals of extended education and relationships with regular curricular activities - possibly with for-profit private tutoring in the education market, c) together with policy environments, current situations in relation to participation rates, types of popular programs offered, major providers, related supporting systems and regulations, etc., d) the brief summary of research findings in the area of extended education, e) current issues and future directions for development of extended education for both countries. To summarize, keynote speakers will suggest lessons for the development of policies and practices that may be drawn from the cases of the partner country. Suggestions for future research will also be presented.
Prof. Dr. Deborah Vandell, University of California, Irvine, USA
Deborah Lowe Vandell is a Professor of Education and Psychology at the University of California, Irvine, where she was the Founding Dean of the School of Education. The author of more than 150 articles and four books, Professor Vandell has studied the short-term and long-term effects of afterschool programs, extracurricular activities, and unsupervised time on children and adolescents from diverse families. In other studies, she has focused on the short-term and long-term effects of early care and education on children’s academic, social, and behavioral development. Collectively, her research underscores the importance of both early education and out-of-school time as key factors in children’s success at school. Professor Vandell began her career as an elementary school teacher after earning her master’s degree in education from Harvard University. She later received a Ph.D. in Psychology from Boston University. She is a member of the National Academy of Education in the United States and is a Fellow of the American Education Research Association, the American Psychological Association, and the American Psychological Society. Her testimony before the U.S. Congress and other federal, state, and local governmental bodies has been used to inform policy decisions in early childhood and afterschool programming.
Extended education from an international comparative point of view: What are the next steps for research and practice?
Over the last 20 years, there has been a growing international awareness of the importance of out-of-school time in the lives of children and adolescents. In this presentation, I propose a conceptual framework that may be useful in generating discussion, formulating research questions, and encouraging international collaborations with the ultimate goal of advancing research and practice in extended education. Similarities and differences between U.S. perspectives and studies of extended education in Europe and Asia are explored. Some next steps for research and practice will be proposed.
Prof. Dr. Eckhard Klieme, German Institute for International Educational Research (DIPF), Frankfurt, Germany
Eckhard Klieme is a Professor of Educational Research and Director of the Center for Research on Educational Quality and Evaluation at the German Institute for International Educational Research (DIPF), Frankfurt am Main. He graduated from University of Bonn with Diploma both in mathematics (1978) and psychology (1981), and a Ph.D. (1988) in Psychology. Before joining DIPF, he was a senior researcher at the Institute for Test Development and Talent Research in Bonn (1983-1997), and the Max Planck Institute for Human Development in Berlin (1998-2001). He earned several research awards, including an honorary doctoral degree from University of Liège (Belgium). Eckhard Klieme’s research focuses on Educational Effectiveness, Teaching Quality, Assessment of Student Competencies, and International Comparative Studies. On an international level, he currently is in charge of questionnaire development for both 2018 and the TALIS Video Survey. Within Germany, he directed a National Assessment of Language Skills (2001- 2006) and several video-based classroom studies. Since 2004, he has been leading a research program for evaluating extended education in Germany called “Study on the Development of All-day Schools” (“StEG”).
Adolescents’ extra-curricular activities, well-being and educational outcomes: Comparative findings from PISA 2015
The Program for International Student Assessment (PISA) is widely known for its assessment of student competencies, providing country rankings in student achievement as well as comparative indicators for equity in education. Recent waves of PISA, in addition, attempted at assessing the contexts of learning, steadily increasing both the number and the depth of facets covered. The most recent wave, PISA 2015 allows for studying a broad spectrum of individual, school-related, family-related and social factors through questionnaires administered to students and school principals (Kuger, Klieme, Jude & Kaplan, 2016). The author of this keynote, being in charge of the development of frameworks and questionnaires in PISA 2015, will provide an overview of instruments and findings related to extended education.
The following enhancements to PISA turn the 2015 survey into a valuable source of information on extended education:
- The amount of time invested into learning in mandatory lessons on one hand, extra-curricular activities on the other hand can be estimated for all students in more than 70 countries.
- Students in about 60 countries have been asked about activities they do before and after school.
- For two areas of additional instruction, namely science and mathematics related instruction, students have been asked whether, why, where and by whom they receive such instruction and how they perceive its quality as compared to mandatory school lessons. If they did not choose to engage in such additional instruction, they were asked to identify the reasons. This kind of information is available for 23 countries, including 17 European and 4 Asian countries.
- In addition to students’ achievement and motivation in science, mathematics, and reading, PISA 2015 looks at outcomes that are more relevant from a holistic perspective on education, namely well-being in school and general life satisfaction.
The keynote will report on the questionnaire instruments and their measurement quality, and present key findings from comparative analyses. For example, the average amount of non-mandatory (extra-curricular) learning per week varies from 2 hours to 10 hours per country, European students investing considerable less time than others. Whether students do work for pay before or after school is a very strong indicator of socio-economic background, which explains much of the disparities between and within countries. Thus, extending the perspective of comparative educational research beyond regular, mandatory classroom activities helps understand cultural contexts and equity issues in education.