The Notion of Continuing Education in Local Education Reports in Germany—An Analysis of Regional Disparities in Topics, Data, and Governance Recommendations

In Germany: continuing education (CE) is, to a large extent, controlled by municipalities (“Kommunen”). Municipalities have published an increasing number of education reports in recent years. These are intended as steering instruments for local education policy. Given that municipalities and the districts they represent differ in their structures, different challenges and opportunities associated with CE emerge. So far, it remains unclear which aspects of CE are considered by different types of municipalities in their reports and which steering potentials are seen. Based on a content analysis, we present findings on reported topics of CE, the extent of data usage, and derived recommendations for local governance. We separated four district types, showing different degrees of the dimension urban–rural. Although cities published education reports more frequently, rural districts were more likely to address CE issues. However, they had less data available, resulting in a lower range of topics and narrow overall opportunities for addressing CE. Therefore, improvement of data and accessibility of data are important to enhance the monitoring and governance of CE in municipalities. Regarding the reviewed recommendations, clear differences between district types emerged. For instance, expanding offers of CE for immigrants was mainly an issue of large cities, whereas rural districts emphasized the spatial and digital accessibility of offerings.

School marketing on their websites and students in need of special support: Independent schools in the Stockholm local education market

A key component of the functioning of a market system of education is the provision of information to consumers. While marketing may be used by schools to provide information to consumers. The marketing information may appeal to some consumers and not others. This study examines independent schools marketing on their websites and how it appeals to consumers in need of special support. The findings show that these schools market their goals and values, studentship, methods and programmes, services as well as facilities. The marketing by these schools may not appeal to students in need of special support in the failure to provide relevant and adequate information to them and framing of their studentship that does not include students in need of special support as well as the focus on academic performance.

TECHNIQUES IN CONDUCTING ENGLISH READING SKILLS TEST PERFORMED BY INDONESIAN TEACHERS ON ASSESSMENT OF LOCAL EDUCATION STANDARD 2021

One of the ways to measure the students' English reading comprehension skills is through testing. Despite its significant value, students frequently construct bad tests without considering the main rules in doing English reading comprehension tests. This research concerns to study of techniques in testing English comprehension reading skills performed by teachers in Indonesia on Assessment of Local Education Standard in the year 2021. Assessment of Local Education Standard abbreviated as ASPD in a provincial- standardized test to maintain the quality of learning. Four EFL teachers in Indonesia were chosen based on their teaching experience in high schools. The researcher used document observation and in depth- interview techniques to collect data which were transformed into observation notes and interview transcription. The data were then analyzed qualitatively. Findings from this study shown that there are three main themes regarding the most used techniques performed by the teachers, first, students must be able to analyze the bloom taxonomy theory, second, students must be able to identify the scope of material, and third determining the keywords of the question. From understanding and doing those three themes, teachers believe that these techniques could help and improve student's ability in facing English reading comprehension tests.