Knowledge for Education

German Institute for International
Educational Research

Profile and Overview 2013 / 2014

Contents

1. Profile of DIPF

2. Milestones in the period of reporting

3. Persons

4. Networking

5. Supporting young researchers and trainees

6. Human resource development, equal opportunities for women and men, work and family

7. Outlook and future priorities

1. Profile of DIPF

At the German Institute for International Educational Research (DIPF), scientific work focuses on rendering a contribution to the possible success of education in our society. The Institute thus adheres to the principle of the Leibniz Association, "theoria cum praxi" (theoretical thinking for practical action). Pursuant to this aim, knowledge for education is generated, prepared, indexed and communicated: the Institute supports educational researchers, educational administrators, educational practitioners and the public at large by conducting research in its own right, targeted transfer activities, making available comprehensive research and information infrastructures, and by offering social infrastructure services.

1.1 Research and scientific infrastructure

Owing to its research activities in the social sciences and humanities concerning the systemic, institutional and individual levels of educational processes, DIPF in many areas of education contributes to a critical reflection and the preparation of concepts for quality, governance and development. The work is based on theory-driven analyses as well as empirical evidence and evidence from historical sources. The evaluation of educational programmes, institutions and systems is also part of this work. Moreover, analytical, empirical and technical research in information science and computer science add to the further development of research and information infrastructures of the Institute. These infrastructures aim at a digital support of all genuine fields of educational research and educational science, together with transfer to professional practice. They are central to education in Germany, and on behalf of the federal government and the federal states, DIPF brings together and co-ordinates educational information services even beyond the thematic scope of its research priorities. Within this field of tasks, the Institute develops reference systems, data collections and transfer services based on internationally recognised standards, subject to continual feedback of user needs. Five intricately networked departments of DIPF concentrate on the following tasks:

1. Information Center for Education (Informationszentrum Bildung – IZB): research, development and delivery of research and information infrastructures

2. Research Library for the History of Education (Bibliothek für Bildungsgeschichtliche Forschung – BBF): librarian and archival services and research on the history of education and communication

3. Educational Quality and Evaluation (Bildungsqualität und Evaluation – BiQua): contributions to the structure, development and effects of school education and instruction as well as educational measurement (competencies)

4. Educational Governance (Struktur und Steuerung des Bildungswesens – SteuBis): contributions to educational monitoring and to evidence-based governance, against the background of demographic and societal change

5. Education and Human Development (Bildung und Entwicklung – BiEn): analyses of individual and differential development across the lifespan, in the context of formal and non-formal educational processes

1.2 Knowledge transfer

At DIPF, transfer of knowledge for education that is generated, prepared and indexed is a core task. DIPF thus supports an evidence-based design of the education system. Research and infrastructure services are intricately interwoven with the Institute’s transfer activities. In terms of implementation, this leads to many intersecting areas in educational information and educational research and to a mutual exchange. Transfer activities at DIPF most of all target groups in educational administration and practice as well as the generally interested public. Many diverse activities and formats are thus deployed; including online information services, events, counselling and advice, reviews and contracted research studies, the preparation of scientific publications, the development of assessment technologies, diagnostic instruments and trainings, as well as delivery and conduct of respective training, and last but not least systematic and continuous press and public relations activities. Co-operations with alliances and networks offer extended opportunities for transfer. At DIPF, a select committee contributes to the further development of transfer activities. It aims to further enhance the focused relation to practice and to provide evidence-based monitoring.

1.3 Disciplines and networking

The Institute draws on knowledge from many disciplinary areas. In particular, these are: educational science, psychology, social science, legal science, the humanities, information science and computer science. This multi-disciplinary approach enables DIPF to work on highly complex issues. Moreover, its human resources, organisational and scientific independence and character as a research and infrastructure services institute enable DIPF to deliver far-reaching, interdisciplinary services. In terms of a social infrastructure task, projects can be co-ordinated on a long-term basis. Altogether, work at DIPF is characterised by a high degree of networking. Nationally, DIPF closely collaborates with nearly all relevant institutions working in its fields of activity. Internationally, DIPF likewise conducts research in many networks. Research and information infrastructures are offered and further developed in international co-operation contexts. DIPF collaborates with supranational organisations and partner institutes in other countries. Research and analyses on national and international educational quality, educational governance and documentation of research output also provide a sound basis for the international comparison of education systems.

To find out more about the Institute, visit www.dipf.de/en

or follow our Twitter account @DIPF_en

2. Milestones in the period of reporting

Research centre IDeA established at DIPF

As of July 1, 2014, the infrastructure of IDeA (Individual Development and Adaptive Education of Children at Risk), a research centre co-ordinated at DIPF, was permanently established at DIPF following a resolution by the Joint Science Conference of the federal government and the federal states (Gemeinsame Wissenschaftskonferenz von Bund und Ländern). IDeA had been founded in 2008 by DIPF, the Goethe University Frankfurt and Sigmund Freud Institute (SFI), funded by the state of Hesse subject to an initiative for scientific and economic excellence ("Landes-Offensive zur Entwicklung Wissenschaftlich-ökonomischer Exzellenz", LOEWE). Members of the interdisciplinary centre are based in all three founding institutions. They study individual developmental processes of children under 12 years of age and develop approaches to fostering learning. IDeA draws on the disciplines of psychology, psychoanalysis, education science, subject didactics, social science, psycholinguistics and neurosciences. Pursuant to the permanent establishment, DIPF now holds a budget sourcing e.g. co-ordination and administration tasks, the work with young researchers and IDeA laboratories. To continue the successful collaboration, the three founding institutions signed a co-operation agreement in November 2014. In the future, they will jointly apply for external research funding. At the end of the LOEWE funding period, already 25 percent of the projects were externally funded. Until today, members of the centre have published approximately 270 contributions in peer-reviewed journals, half of which were published in English. Talks and trainings at schools have contributed to the transfer to practice. Another important element concerns work with young researchers: since 2008, 30 doctoral theses and four habilitation theses were successfully concluded in the IDeA context. A festive event was held at DIPF to mark the permanent establishment. On the occasion, speeches were held by Professor Dr. Marcus Hasselhorn (to the right in the picture), Executive Director at DIPF and also Head of the IDeA Center, Professor Dr. Werner Müller-Esterl, President of Goethe University (from the left in the picture), Boris Rhein, Science Minister of Hesse, and Professor Dr. Marianne Leuzinger-Bohleber, Executive Director of SFI.

Priority programme "Competence Models" hosts "Educational Policy Forum"

Together with the University of Duisburg-Essen, DIPF had initiated and co-ordinated a research priority programme funded by the German Research Foundation (DFG), entitled "Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes". After six years, the programme was concluded in autumn 2013. In total, 30 interdisciplinary projects had been conducted involving 169 staff members from 47 universities and institutes. These experts had dealt with educational science, cognition scientific and subject didactic foundations, psychometrical models as well as concrete technologies applied in assessing competencies. Competence acquisition is a central goal in general and vocational education and training – it is increasingly focused by schools, the public and research. The contribution of education to societal development depends on competencies achieved by school leavers in areas such as German and Mathematics. Until 2014, 402 scientific publications were completed in the framework of the priority programme (173 in English) and 775 conference papers (331 for international conferences). Nearly 50 of the participating young researchers completed their doctoral or habilitation theses. In total, 17 of the researchers from the programme were appointed professorships. In October 2013, the team of co-ordinators organised a final conference in Frankfurt am Main – the first "Educational Policy Forum". Roughly 350 experts from all fields of education discussed the topic of competence assessment (educational measurement) as well as findings from the six years of research. Many more events were organised by DIPF in 2013 and 2014 (see chart).

Remit: alliance for saving and delivering empirical educational research data

In late 2013, the Federal Ministry of Education and Research (BMBF) commissioned DIPF, GESIS (Leibniz Institute for Social Sciences) and the Institute for Educational Quality Improvement (IQB) to save research data that were generated by the "Framework Programme for the Promotion of Empirical Educational Research". Corresponding to the state of art, re-search data shall be made accessible for re-usage. DIPF acts as a co-ordinator of the project alliance for research data on education. The alliance aims to build a national technological, organisational and legal infrastructure, to save the data in a protected environment and offer them in a legally compliant manner together with research instruments, to provide a central place informing about the stock of data and offer training and qualification measures for data management. This project draws on comprehensive work prepared by the previously at DIPF established research data centre for education ("FDZ Bildung"), which in 2013 was accredited as a quality-assured research infrastructure by the German Data Forum. FDZ Bildung offers access to information on studies, assessment instruments, research data and empirical educational research publications.

German Education Server: stronger commitment to "Open Educational Resources" (OER)

In the period of reporting, the German Education Server has stepped up activities in the field of "Open Educational Resources" (OER). "ELIXIER", a search engine for digital educational resources that is run in co-operation with federal state education servers, is further developed to provide a reference system for openly available instructional materials. In addition, "Edutags" will also be enhanced. "Edutags" is a social bookmarking and community tool – a co-operation project with University of Duisburg-Essen. In 2013 and 2014, relevant OER providers were successfully recruited as "Edutags" partners. In 2013, the Federal Ministry of Education and Research commissioned a study on OER from an international perspective. Staff members from the Information Center for Education joined in the discussion and delivered many scientific and practice-related publications, participating in thematically relevant conferences (e.g. ECER 2014 in Porto, LINQ 2014 on the isle of Crete) as well as expert hearings of the Mixed Commission of the Standing Conference of Ministers of Culture (KMK), the working group installed by KMK and BMBF, the education committee of the German UNESCO Commission and the select committee for school and further education of the federal state parliament in North-Rhine Westphalia. Furthermore, the German Education Server was a supporting partner to the national conference "OERde14" in Berlin.

Communication and research relating to BBF exhibitions

A unique stock provides a basis for the preparation of exhibitions at the BBF in Berlin, which regularly focus on educational historical topics. In many cases, its own current research inspires exhibitions and parallel programmes, targeting the community of educational historians as well as the public at large - also during the period of reporting. In 2013 the BBF exhibition "From Primers to Smartboards" brought to life practices of learning to read and write in the past 250 years of school instruction. The exhibition was concluded with an interdisciplinary conference, held at the BBF. Conference proceedings will be published in 2015, together with other findings. The practices were presented to a general public on the occasion of Berlin’s "Science Night", where the exhibition boards were displayed, accompanied by a programme which allowed visitors to playfully experience historical as well as contemporary materials. In 2014, the exhibition on "Insights" was run in the context of a project funded by the German Research Foundation that focuses on student newspapers as artefacts of grammar school culture and its change in the Federal Republic of Germany in the 1950s and 1960s. Student photographs from the first two post-war decades were displayed, all of which originated from the BBF collection of student newspapers and delivered insights into daily school life and youth culture of that period. In late 2014, the BBF exhibition on the history of work at the Central Pedagogical Library in the GDR was opened ("Hinter der Bauchbinde - zur Arbeit der Pädagogischen Zentralbibliothek der DDR im Berliner Haus des Lehrers").

National and international contributions to PISA

In the period of reporting, DIPF once more contributed in a significant way to the "Programme for International Student Assessment" (PISA) of the "Organisation for Economic Co-operation and Development" (OECD) – at a national and an international level. In December 2013, the "PISA 2012" study was published: the KMK had commissioned national project management to the Centre for International Student Assessment (ZIB) under the auspices of the "TUM School of Education" at the Technical University of Munich. In the field of international large-scale assessments of student achievement, ZIB unites competencies of the School of Education, the "Leibniz Institute for Science and Mathematics Education" (IPN) and DIPF. Professor Dr. Eckhard Klieme (DIPF) co-edited this national report for PISA. DIPF was also involved in two chapters of the report, and was in charge of a complementary national study on possibilities of computer-based testing. At an international level, Professor Klieme chaired the Questionnaire Expert Group for PISA 2012. For PISA 2015, DIPF is responsible for the conceptual design, development and assessment of all internationally implemented questionnaires. The Institute does not only process the studies in view of assessing student achievement but also in terms of an instrument for research on school and instruction. For example, a research consortium under DIPF auspices conducted national complementary studies for PISA 2009, published in June 2013.

DIPF TBA unit: delivery of test platform for computer-based PIAAC study

In October 2013, the OECD "Programme for the International Assessment of Adult Competencies" (PIAAC) was published. PIAAC was run in 24 countries, including Germany, as a simultaneous assessment and analysis of basic competencies of adults aged 16 to 65 years. PIAAC was the first computer-based international comparative assessment. The necessary test platform had been delivered by DIPF, i.e. the interdisciplinary "Technology Based Assessment" (TBA) group. TBA researches and develops procedures for technology-based educational measurement. In the case of PIAAC, TBA had developed software for the creation of computer-based tasks and their automated assessment. TBA had moreover monitored the process of translation and adaptation of test materials in the participating countries. TBA had delivered assessment instruments and run trainings for the actual use of the software. Following the main PIAAC test, the study is now being run in nine more countries. TBA once again supports the international consortium (chaired by the US-American "Educational Testing Service" – ETS) regarding technical implementation. In Germany, PIAAC was funded by the Federal Ministry of Education and Research (BMBF), together with the Federal Ministry of Employment and Social Affairs, and PIAAC had been conducted by GESIS – supported by TBA in all technical matters. TBA contributes its expertise to other large-scale studies, e.g. PISA and the National Education Panel (NEPS).

Presentation of the "Report on Education 2014", with a focus on persons with disabilities in the education system

In June 2014 and under the auspices of DIPF, an independent group of scientists presented the fifth report entitled "Education in Germany" ("Bildung in Deutschland"). This comprehensive biennial empirical account of the education system in Germany presents changes across time but also current trends. In a special chapter, the current issue highlights the situation of people with disabilities. The report targets all actors in education, i.e. administrators, practitioners as well as the public who are interested in education. The report thus provides a basis for information and advice, and it is an outstanding instrument for the transfer of knowledge for education. At the same time, the report demonstrates the Institute’s strength concerning the co-ordination of science consortia and of large-scale projects - that is its strength concerning the delivery of social infrastructures. Members of the authoring group represent the following institutes: DIPF, German Youth Institute, the German Centre for Research on Higher Education and Science Studies, the Social Science Institute at the University of Göttingen, and statistical offices of the federal government and the federal states. Funding of the report is provided by the KMK and BMBF.

Press conference held on the occasion of publication of the national report on education in Germany 2014 (from left): Eva Quante-Brandt (Senator for Education and Science in Bremen), R. Alexander Lorz (Minister of Culture in Hesse), Sylvia Löhrmann (Minister of Schools and Further Education in North-Rhine Westphalia and at this time Acting President of the KMK), Marcus Hasselhorn (DIPF) and Johanna Wanka, Federal Minister of Education and Research

Publication of research on social background and achievement

In mid-2014, Professor Dr. Kai Maaz from DIPF, together with Professor Dr. Jürgen Baumert (Max-Planck Institute for Human Development) and Dr. Marko Neumann (DIPF) published a special issue of "Zeitschrift für Erziehungswissenschaft" focusing on family backgrounds and educational achievement from early childhood to adulthood. For the first time, the state of art research is thus presented on the matter of biographical origins and achievement – a matter that is widely discussed in the general public. The special issue brings together theoretical and empirical contributions from social science, educational science, psychology and economics. In this context, interventions are introduced that serve to remove inequalities, as well as findings on the effectiveness of such approaches. A focus is placed on educational pathways against the background of long-term societal changes, emerging inequalities concerning concrete educational provisions and transitions in the education system, psycho-social risk factors and concrete intervention approaches.

Federal government and state programme "Bildung durch Sprache und Schrift": DIPF is part of the responsible consortium

The "Mercator Institute for Language Intervention and German as a Second Language at the University of Cologne", DIPF and IQB at the Humboldt University of Berlin have set up a consortium that supports the "Programme for Education via Language and Writing" ("Bildung durch Sprache und Schrift", BiSS), which started in early 2013. The consortium is in charge of the scientific design and overall co-ordination of the programme. BiSS is a joint initiative launched by the BMBF, the Federal Ministry of Family Affairs, Senior Citizens, Women and Youth and of the KMK as well as the Conference of Family and Youth Ministers, aiming to improve language intervention, language diagnostics and reading promotion. More than 400 schools and more than 200 kindergartens and child day-care centres from all over Germany are organised in ca. 100 regional networks, to take part in the initiative. The programme offers support and scientifically monitors language intervention activities. BISS aims to find out which methods and instruments can be optimally implemented under which circumstances. As of the school year 2014/2015, many institutes have introduced respective measures.

"Erich Hylla Prize" for Cornelia von Ilsemann

In November 2014, DIPF and the "Society for the Promotion of Pedagogical Research" ("Gesellschaft zur Förderung Pädagogischer Forschung", GFPF) presented the "Erich Hylla Prize" to Cornelia von Ilsemann for her "outstanding commitment to educational reforms that take on scientific concepts and findings, put them to use and also inspire scientific research". Cornelia von Ilsemann was head of the upper secondary school level at a grammar school, Max-Brauer-Schule in Hamburg, and in this role she inspired school improvement. Later, she held responsible positions and in an exchange with research, she was engaged in establishing systematic quality development for schools and respective educational monitoring. For instance, she was Senate Director and head of the education department in Bremen as well as chair of the KMK schools committee. In the latter role, she contributed to joint regulations for comparative assessments and educational standards for higher education qualification exams. The "Erich Hylla Prize" was donated in honour of the Institute’s first Director. DIPF and the GFPF award this prize every three years recognizing individuals or institutions for an outstanding commitment to education and science in research or practice.

To find out more about the milestones of the Institute, have a look at the press releases

or the project overviews

or brief descriptions of the online portals

3. Persons

In the past two years, many awards and appointments have confirmed the remarkably good conditions by which DIPF enables its staff to deliver excellent work. Moreover, DIPF was successful in recruiting high-profile experts for significant positions. Sadly, DIPF also lost one very important person.

3.1 Professor Dr. Dr. h. c. Wolfgang Mitter dies

The German Institute for International Educational Research (DIPF) sadly announces the death of Professor Dr. Dr. h. c. Wolfgang Mitter, who died on October 23, 2014 at the age of 87 years following a brief period of serious illness.

In 1972, Wolfgang Mitter was appointed to the Institute in Frankfurt am Main. He chaired its former Department for General and Comparative Educational Science until 1998. From 1978 until 1981 and again from 1987 until 1995, Mitter was Director of the Institute. From 1975 until 2007, Mitter was also a lecturing Professor at Goethe University Frankfurt. Prior to working at DIPF, Mitter had acquired a doctorate in history and worked as a grammar school teacher and head of subject in Kassel, then become Professor for General Education at the University of Lüneburg. Mitter who was born in Northern Bohemia (today the Czech Republic) is best remembered for his outstanding commitment to comparative educational science. He focused on the comparison of education systems worldwide but Europe in particular. Wolfgang Mitter was highly acclaimed in Germany and abroad, owing to his scientific achievement but also his role as a mediator. Wolfgang Mitter was honorary member of the German Society for Educational Science (DGfE), the German UNESCO Commission, the Pedagogical Faculty at Charles University, Prague, the Comparative Education Society in Europe, the World Association for Educational Research and the Mediterranean Society of Comparative Education. One of his relevant scientific organisational achievements focused on restructuring the Institute following German re-unification. Particularly owing to his personal dedication, it was possible to integrate into DIPF the former GDR Central Educational Science Library from the Academy for Educational Sciences ("Pädagogische Zentralbibliothek der Akademie der Pädagogischen Wissenschaften der DDR") together with a group of the Academy’s researchers. The library was transformed and today it is known as the BBF. Wolfgang Mitter brought the world of educational science into DIPF and at the same time made DIPF known worldwide. He thus strengthened the Institute’s profile. In this regard, staff members will always appreciate his dedication.

3.2 Awards, honours

Professor Dr. Eckhard Klieme received several awards during the period of reporting, to recognise his outstanding research merits. In September 2013, he was appointed Honorary Professor by the Centre for Evaluation and Monitoring at Durham University. In March 2014, the German Society for Educational Science (DGfE) awarded him its first-ever research prize. Two months later, he became Honorary Doctor of Liege University. Eckhard Klieme is Director of the Department for Educational Quality and Evaluation at DIPF, and he holds a professorship for Educational Science at Goethe University Frankfurt. Klieme focuses on educational quality, school effectiveness and school improvement, measurement and assessment of achievement in schools, educational evaluation and international comparative educational research.

In March 2013, the paper "Virtual Research Environment SMW-CorA: Interaction Capacities for Research in the Humanities and Social Sciences. The Example of Research on the History of Education." by Dr. Christoph Schindler and Professor Dr. Marc Rittberger from DIPF and Basil Ell from the Karlsruhe Institute for Technology was judged as the best contribution to the International Information Science Symposium in Potsdam. Another contribution of the three authors, entitled "Semantically enhanced interactions between heterogeneous data life-cycles: analyzing educational lexica in a virtual research environment" received the Best Paper Award in November 2013, at the Thessaloniki conference on "Metadata and Semantic Research".

In August 2013, the doctoral student Janin Brandenburg from DIPF received an award at the Junior Researchers conference of EARLI (JURE), held in Munich, for her talk on "Working memory in children with learning disorders in reading versus spelling: Searching for overlapping and specific cognitive factors". The contribution jointly prepared by Julia Klesczewski (Goethe University), Dr. Anne Fischbach and Professor Dr. Marcus Hasselhorn from DIPF came second in the "Best Paper Award" judgement.

In September 2013, Professor Dr. Marcus Hasselhorn was awarded for his outstanding commitment to supporting young researchers: he received the mentoring prize from the developmental psychology section of the German Society for Psychology. The prize was awarded to two senior researchers, on the occasion of its 21st conference held in Saarbrücken. Professor Hasselhorn is the current Executive Director at DIPF. He is also Director of the DIPF Department for Education and Human Development. He also holds a professor ship for Psychology, focusing on education and human development, at Goethe University.

In September 2013, the international self-concept research network SELF awarded its biennial prize to Dr. Katrin Arens (DIPF), for the best doctoral thesis. Arens published a thesis on "Self-concepts in students from grades 3 to 6, the measurement and validation of a multidimensional structure" ("Selbstkonzepte von Schülern der Klassenstufe 3 bis 6: Messung und Validierung der multidimensionalen Struktur").

A presentation of the poster on young people’s leisuretime activities and their social and interactive development ("Wie hängt das Freizeitverhalten von Jugendlichen mit der Entwicklung des sozialen und interaktiven Verhaltens zusammen?") by Markus Sauerwein, doctoral student, came second in a poster competition for a prize donated by Waxmann publishing house, at a conference of the DGfE section for empirical educational research, held in Dortmund in September 2013.

In April 2014, Dr. Susanne Kuger (DIPF) was honoured for her work, which she had collaboratively written with colleagues from other institutions. She is co-editor of a brochure on identifying and promoting gifted children ("Begabte Kinder finden und fördern"), commissioned by the Federal Ministry of Education and Research: the publication came third in a run-up for the Public Science prize, awarded by the Leibniz "College for Interdisciplinary Educational Research".

In June 2014, the Eurographics Conference on Visualization” was held in Swansea, Wales, and Dr. Daniela Oelke from DIPF presented her paper entitled "Comparative Exploration of Document Collections: a Visual Analytics Approach" which received an honorable mention.

A new ranking study judging the quality of functionalities and services offered by Open Access repositories in Germany was first published in September 2014. An Open Access service provided by DIPF, "peDOCS", was ranked second out of 152 repositories. This "Open Access Repository Ranking" was compiled by a research project situated at the Institute for Library and Information Sciences, Humboldt University, Berlin.

Dr. Dorothea Krampen who had been a doctoral student supervised by Professor Klieme and worked at DIPF prior to being appointed to the Institute for Psychology at Goethe University on September 1, 2014, received the Peter Lang award for young researchers in November 2014 for her doctoral thesis on tasks and dependencies in a C-test ("Aufgabenstamm- und Antwortabhängigkeiten im C-Test").

3.3 Appointments, habilitation theses and transfers

In early 2013, Professor Dr. Silke Hertel, junior professor for "Adaptive Learning Environments" in the Department for Educational Quality and Evaluation since 2009, subject to the IDeA Center, was appointed a professorship for "Individual Competencies" in the school context at the University of Heidelberg, becoming effective in March 2013.

In March 2013, DIPF Professor Dr. Horst Weishaupt (see picture) went into retirement. He was a long-standing Director of the Department for Educational Governance. Horst Weishaupt had been Professor for Empirical Educational Research at the University of Wuppertal until 2008 when he was seconded to DIPF. Here, he was in charge of preparing the national report on education. In September 2013, the University of Wuppertal awarded him the honorary title of "Rudolf Carnap Senior Professor".

In March 2013, Dr. Ivo Züchner, who had worked in the Department for Educational Quality and Evaluation for several years, was appointed a professorship for "Extracurricular Youth Education" at the University of Marburg, which came into effect in October 2013.

In July 2013, Dr. Bettina Fritzsche who had been working for some time in the Research Library for the History of Education was appointed a professorship for "General Educational Science", focusing on research methods, at "Pädagogische Hochschule Freiburg" which she took on in April 2014.

Also in July 2013, Dr. Jan Hochweber who had worked in the Department for Educational Quality and Evaluation for many years was appointed the professorship for "Learning and Assessment Systems" at "Pädagogische Hochschule St. Gallen", which he took on in November 2013.

In October 2013, PD Dr. Cora Titz, academic staff member in the Department for Education and Human Development, was offered a professorship for Developmental Psychology at the Medical School Hamburg, which she refused.

From October 2012 until March 2013, PD Dr. Johannes Naumann, who was an academic staff member at the Department for Educational Quality and Evaluation since 2007, was a Visiting Professor at Valencia University in Spain. In December 2013, he was appointed a professorship for Educational Science focusing on quantitative methods at Goethe University Frankfurt, effective as of April 2014.

In January 2014, Dr. Torsten Zesch, who until September 2012 had been a stand-in Professor for "Knowledge Mining and Assessment" in the Information Center for Education at DIPF and subsequently an associate researcher of the Institute, accepted an offer for a professorship for "Language Technology" at the University of Duisburg-Essen, effective as of April 2014.

In February 2014, Dr. Natalie Fischer, academic staff member in the Department for Educational Quality and Evaluation since 2006, was offered a professorship for Educational Science with a focus on social and emotional aspects of teacher-student relationships, beginning in September 2014.

In March 2014, Professor Dr. Hans-Peter Füssel retired: he had been an academic staff member in the Department for Educational Governance for many years while also holding a professorship for "Governance in Modern Education Systems" at Humboldt University Berlin. Later in September, DIPF honoured the expert in educational legislation and reporting by holding a symposium.

In May 2014, Professor Dr. Tobias Feldhoff (see picture), academic staff member in the Department for Educational Quality and Evaluation and also Junior Professor for Educational Science focusing on empirical educational research and school improvement at Goethe University Frankfurt, was evaluated positively. In August 2014, he was offered a professorship for "School Education" at the University of Mainz, which took effect in March 2015.

In May 2014, Professor Dr. Frank Goldhammer, academic staff member in the Department for Educational Quality and Evaluation and holder of a professorship for "Pedagogical-Psychological Assessment and Technology-based Assessment" at Goethe University (context: Center for International Student Assessment) was offered a professorship for "Educational Evaluation" by University of Jyväskylä in Finnland, which he refused. Also, in June 2014 he was positively evaluated as a Professor. In August 2014, he was also offered an appointment as Professor for "Empirical Educational Research Methods" by TU Dortmund.

In June 2014, Dr. Stefan Brauckmann, a long-term academic staff member of the Department for Educational Governance, successfully defended his habilitation thesis in Education Science at "Freie Universität Berlin". In the period of reporting, he took on a stand-in professorship for "Educational Institutions and School Improvement" at the University of Erfurt. In August 2014, he was offered a professorship for "Quality Development and Quality Assurance in education" by the University of Klagenfurt in Austria, taking effect in January 2015.

Since July 2014, Dr. Jan Lonnemann, academic staff member in the Department for Education and Human Development has been Visiting Professor at the "Culture Cognition Education Research Center" of Yunnan Normal University in China.

3.4 Important personnel

Professor Dr. Kai Maaz is new Director at DIPF

Since October 2013, Professor Dr. Kai Maaz has been Director of the Department for Educational Governance. At the same time, the educational sociologist and educational scientist was appointed Professor for "Educational Systems and Society" at Goethe University Frankfurt. He chairs the Department in the investigation of societal, structural and institutional conditions for acquiring education, whilst generating knowledge for evidence-based governance of education systems. Three research priorities are focused: 1. Educational reporting, 2. School structure, educational reforms and conditions for school improvement, and 3. Perspective in the lifespan and returns on investment in education. The Department also conducts research concerning social, ethnic and gender-related disparities in educational acquisition. Kai Maaz obtained a doctorate in Educational Science from "Freie Universität Berlin" in 2006, where he also successfully defended his habilitation thesis in 2008. More recently, he was Professor for "Quantitative Methods in Education" at the University of Potsdam.

Professor Dr. Cordula Artelt new Chair of Scientific Advisory Board – Professor Dr. Dr. h. c. mult. Helmut Fend retires from the Board

In May 2013, Professor Dr. Cordula Artelt became Chair of the Scientific Advisory Board of the Institute. She had already been a member of this board. Artelt holds the professorship for "Empirical Educational Research" at the University of Bamberg. She succeeded Professor Dr. Dr. h. c. mult. Helmut Fend, who until his retirement was Professor for Pedagogical Psychology at the University of Zürich. Cordula Artelt obtained a doctorate in Psychology from Potsdam University, then spent six years working as an academic staff member in the research unit for "Education Science and Education Systems" at the Max-Planck Institute for Human Development in Berlin. In 2005, she completed a habilitation thesis in Psychology and Empirical Educational Research at the University of Potsdam and accepted an appointment to Bamberg. Professor Fend had chaired the Scientific Advisory Board for eight years: the Scientific Advisory Board advises the Foundation Council and the Institute’s governing board on matters concerning the work and development programme as well as international and national co-operation. Helmut Fend officially retired from the Board in April 2013 and Professor Dr. Marcus Hasselhorn, Executive Director of DIPF, thanked him for his "outstanding commitment and his many valued suggestions, which rendered a substantial contribution to the Institute’s positive development."

Professor Dr. Peter Drewek appointed to the Scientific Advisory Board

Professor Dr. Peter Drewek joined the Scientific Advisory Board in May 2013. As an educational scientist and educational historian, he is Dean of the Professional School of Education at the University of Bochum. Before, he was Professor for Education Science at Mannheim University

Senior Legal Secretary Anja Steinhofer-Adam new Deputy Chair of Foundation Council

Since May 2014, Senior Legal Secretary (Ministerialrätin) Anja Steinhofer-Adam has been Deputy Chair of the Foundation Council. The Foundation Council monitors adherence to the foundation’s principal aims, as well as the appropriacy, purposefulness and efficiency of the governing board’s management operations. As the responsible Head of Division, Anja Steinhofer-Adam represents the Hesse Ministry of Science and Culture. She succeeds the long-term Deputy Chair of the Foundation Council, Dr. Susanne Eickemeier, who is now Chancellor of the University of Art and Design in Offenbach.

Dr. Joachim Scholz head of BBF research area

Since May 2013, Dr. Joachim Scholz has worked as an academic staff member in the Research Library for the History of Education (BBF) and head of the BBF research area. The educational historian obtained a doctorate in Educational Science in 2009. Prior to his position at DIPF, he was an academic staff member at the Institute for Educational Science at the University of Wuppertal.

Dr. Michael Dahlinger new head of IT service unit

Dr. Michael Dahlinger became head of internal IT Services at DIPF in October 2013. He holds a doctoral degree in Physics and previously worked as head of a databases group at the GSI Helmholtz centre for heavy ion research in Darmstadt.

Dr. Marko Neumann new Deputy Director

Dr. Marko Neumann became Deputy Director of the Department for Educational Governance in April 2014. The educational scientist acquired a doctorate from "Freie Universität Berlin". More recently, he worked as an academic staff member for Educational Science at the University of Potsdam, then transferred to DIPF in October 2013.

To find out more about the DIPF staff, visit our website

4. Networking

At national and international levels, DIPF participates in many co-operation projects and networks as well as alliances in educational research and educational information. The Institute contributes thematic as well as organisational expertise and acts as a co-ordinator or partner.

4.1 Permanent co-operations

Based on long-term co-operation agreements, DIPF closely collaborates with national and international universities and other science institutions. In this regard, collaboration with Goethe University Frankfurt, the University of Darmstadt, Humboldt University Berlin and the University of Hildesheim are particularly relevant. These co-operations concern teaching, science infrastructure services and research enabling doctoral and habilitation procedures, as well as a joint appointment of professors to DIPF. Most recently, DIPF and Goethe University appointed Professor Dr. Kai Maaz. In July 2014, the IDeA research centre was permanently established at DIPF, and thus the co-operation with Goethe University and the third founding partner, Siegmund Freud Institute, will be substantiated. In November 2014, all three institutions signed a respective co-operation agreement. DIPF plans to move into its own new building on the university campus in Frankfurt-Westend in early 2018, and the vicinity is likely to further sustain co-operation activities.

DIPF continually co-operates with other partners to fulfil important permanent tasks in the field of research and infrastructures. The German Education Portal provides a framework for hosting the German Education Index ("FIS Bildung"), which is co-ordinated by DIPF. Roughly 30 co-operation partners collaborate in maintaining the Index, including leading research and infrastructure institutes in the German-speaking area. The German Education Index is a key access point for literature in the field. Moreover, the German Education Server - the general information portal for education in Germany - is co-ordinated by DIPF, subject to a remit by the federal government and the states. In this regard, DIPF co-operates with the German Institute for Media in Education ("FWU – Institut für Film und Bild in Wissenschaft und Unterricht"). The German Education Server co-operates with many further partners and services, for example with the federal state education servers, to prepare high-quality, edited information.

4.2 National co-operations

DIPF generates new insights and offers new services also pursuant to large-scale projects that are usually externally funded. At a national level, an intensive exchange with partners takes place here. For example, in 2013 the federal government and the federal states launched an initiative for language diagnostics and intervention ("Bildung durch Sprache und Schrift", BiSS). The consortium responsible here consists of the Mercator Institute for Language Intervention and German as a Foreign Language at the University of Cologne, DIPF and the Institute for Educational Quality Improvement (IQB) at Humboldt University Berlin. The alliance for research data, funded by the Federal Ministry of Education and Research (BMBF), also started its work in 2013. Here, DIPF collaborates with IQB and the GESIS – Leibniz Institute for the Social Sciences – taking on a co-ordinating function. A similar example for a longer-term co-operation is the "Study on the Development of All-Day Schools" ("Studie zur Entwicklung von Ganztagsschulen", StEG). StEG was funded by the BMBF and the European Social Fund. StEG is co-ordinated by DIPF and run in co-operation with the German Youth Institute, the Institute for School Improvement Research at the Technical University of Dortmund and the the University of Gießen. In the same vein, DIPF acts as co-ordinator for the monitoring of the school structure reform in Berlin ("BERLIN study"), conducted in co-operation with the Max-Planck Institute for Human Development and the Leibniz Institute for Science and Mathematics Education (IPN). Relevant opportunities for collaboration are moreover provided by the Leibniz Association’s research networks. DIPF actively participates in "Science 2.0" and the "Leibniz Educational Research Network" (LERN). In the case of LERN, 16 institutions from different disciplines work together, co-ordinated by DIPF. Professor Dr. Marcus Hasselhorn (DIPF) acts as the Speaker of the network.

Long-term perspectives

Two co-operations that have been practiced for many years are very important for the Institute, both of which have a perspective of being placed on a permanent basis. Since 2004, DIPF has been principally responsible for co-ordinating the compilation of the biennial "Report on Education in Germany" ("Bildung in Deutschland"). Funded by KMK and BMBF, this report is published by DIPF, the German Youth Institute, the German Centre for Research on Higher Education and Science Studies, the Social Science Institute at the University of Göttingen, and statistical offices of the federal government and the federal states. Presently, this task has been contracted to DIPF until 2016 with a permanent prospect. The same perspective applies to the "Centre for International Student Assessment" (ZIB), funded by the federal government and the states. ZIB was launched in 2010 and funding was initially granted for six years. The centre is jointly run by the "TUM School of Education", DIPF and IPN, uniting German research in the field and responsible for operating PISA studies in Germany.

4.3 International co-operations

DIPF is interested in demonstrating a clear commitment to international networking. Hence, DIPF co-operates with supranational organisations and relevant partners in other countries. In the period of reporting, for instance, DIPF signed co-operation agreements with Shanghai International Studies University and UNESCO. For many years now, a central element in the Institute’s internationalisation activities has been its participation in large-scale OECD educational assessments. In the past two years, DIPF once again took on central tasks at an international level for the PISA study. DIPF prepared this work in close co-operation with its long-standing partners, the "Australian Council for Educational Research", "Educational Testing Service" (ETS) in the US and "Statistics Canada". The "Technology Based Assessment" (TBA) group at DIPF contributed expertise to the PIAAC study, which during the period of reporting was conducted in more countries following the main test. TBA again delivered the computer-based testing platform and co-operated with ETS, cApStAn in Belgium and the "Centre de Recherche Public Henri Tudor" in Luxembourg. International exchange is also part of the IDeA centre, for instance with the "Edmond J. Safra Brain Research Center for the Study of Learning Disabilities" at the University of Haifa in Israel.

Moreover, the Institute is actively involved in international alliances and organisations in the field of educational research and scientific infrastructure institutions. For example, DIPF sustainably engages in the "Network 12" of information institutions with the "European Educational Research Association" and it organises conferences for the "European Association for Research on Learning and Instruction". One example: in June 2014, DIPF and the University of Helsinki jointly organised the "International Conference on Motivation", held in Helsinki. The service unit "International Cooperation in Education – ice" at DIPF holds a key role in internationalisation, advising international-scale projects in German educational research concerning funding and co-operation opportunities. In the period of reporting, for instance, ice focused on facilitating networking for German researchers at the annual conference of the "American Educational Research Association". Moreover, in March 2013 ice organised the final conference for the EU networking project "Evidence Informed Policy and Practice in Education in Europe" (EIPEE); ice had been among the 42 project partners from 27 countries. The network has continued to be active even beyond the period of EU funding.

To find out more about the networks of DIPF, visit our website

5. Supporting young researchers and trainees

DIPF takes a key interest in qualifying young researchers as well as non-academic apprentices and trainees. All departments and service units are involved in this regard. In the period of reporting, the Institute has further enhanced and developed its engagement, as is evident from the fact that 40 doctoral students successfully concluded their studies who were internally or externally supervised by DIPF researchers (see chart).

Young researchers can find thematic and disciplinary opportunities at DIPF. The Institute offers individual support by systematic supervision and guidance, regular colloquia, planning of publications, profiling and supporting contacts abroad. Furthermore, DIPF runs an internal doctoral programme, "PhDIPF", which intends to prepare the ground for an excellent doctoral thesis, foster co-operation and exchange among doctoral students at DIPF, and increase the international visibility of the individual studies and the programme as a whole. Its core elements are seminars accompanying the study course, annual academies and needs-oriented additional training.

The Institute holds key roles in further aligned services for young researchers in educational research. In this regard, until late 2013 DIPF organised a doctoral study programme for the "BMBF Framework Programme for Empirical Educational Research", supporting doctoral candidates from different universities by hosting regular meetings with experts and organising workshops. In early 2013, the Technical University of Darmstadt and DIPF jointly launched the graduate programme "Knowledge Discovery in Scientific Literature", which comprehends seven scholarships for the completion of a doctoral thesis in computer science. DIPF also awards short-term stipends for research visits to the Research Library for the History of Education in Berlin, open to doctoral and postdoctoral researchers in the history of education. A first scholarship was granted in May 2013. The IDeA research centre also contributes structured measures for supporting young researchers. Together with the University of Hildesheim, similar support is available to doctoral students from both institutions qualifying in Information Science. Moreover, DIPF participates in the "College for Interdisciplinary Educational Research", which targets Postdocs who receive support from experienced researchers in developing their projects, and experiencing exchange in regular workshops. DIPF is also a member of the "Berlin Interdisciplinary Education Research Network", which since October 2013 has brought together young researchers from educational information institutions in Berlin. The DIPF service unit "International Cooperation in Education – ice" regularly offers English training workshops to doctoral and postdoctoral students.

DIPF is also actively committed to promoting women in science, e.g. by co-operating in the "Career Support" service offered by the Goethe University Frankfurt for prospective woman scientists. The Institute considers the provision of fundamental conditions for the harmonisation of work and family demands to be a key to successful work. For example, staff members with temporary contracts who were recruited for the purpose of doctoral or postdoctoral qualification will automatically receive an extension of their contract for the duration of parental leave – regardless whether funding is provided by the DIPF budget or an external source.

DIPF also offers vocational training placements for information assistants (FaMI), information technicians and industrial clerks (the latter is subject to a co-operation with "Hessische Stiftung Friedens- und Konfliktforschung", HSFK). Furthermore, DIPF offers postgraduate internships to prospective information specialists (WissDok). In the case of information assistants and information specialists, training is product-oriented and project-based, and located in Frankfurt. At all qualification levels, an integrated training programme is offered to students and trainees with and without special needs (visual impairment). In this regard, DIPF has signed a co-operation agreement with the "Frankfurt Foundation for Visually Impaired People" ("Frankfurter Stiftung für Blinde und Sehbehinderte"). In the past two years, two FaMi trainees and two postgraduate WissDok students completed their training.

To find out more about DIPF promoting young academics, visit our website

6. Human resource development, equal opportunities for women and men, work and family

The Institute supports staff in continual further qualification by offering further and continuous training measures and providing for structured human resource development. The latter was extended and systematised in the period of reporting, e.g. by developing transparent criteria for granting funding of measures and enhanced documentation. Moreover, a training concept was drafted and resolved which is meant to provide structure and serve as a guide for further and continued professional (vocational) education. Appraisal talks between superior and employee present another instrument in human resource development. In 2013, a survey was conducted among employees and in 2014, superiors were interviewed to evaluate these appraisals. Last but not least, DIPF began to develop general leadership principles.

DIPF asserts its clear commitment to responsibility concerning the promotion and assurance of equal opportunities for women and men. In this regard, central elements are the equal opportunities plan which has been well established and is continually updated, the far-reaching integration and support given to the equal opportunities representative, and trainings and seminars on career counselling for women, also run in co-operration with the Leibniz partner institute HSFK. In 2013 and 2014, the proportion of women was improved in all groups of salaries, corresponding to the targets set in the equal opportunities plan. There is yet a need for improvement in the highest group of salaries, also concerning higher-paid professorships (salary group W2 and higher).

At the Institute, good conditions for balancing demands from family and work are regarded as a crucial element concerning equal opportunities and they are fundamental to successful work. Amongst others, this orientation warranted a renewal of the certification by "audit berufundfamilie" in June 2014. The Institute’s targeted engagement towards rooting the harmonisation of family and work demands in institutional culture is thereby recognised, continually demonstrated since an initial certification in 2010. DIPF had planned many measures and put them into practice. For example, an agreement was signed permitting staff to work part-time from home, subject to certain conditions. In the period of reporting, funding was secured for setting up a children’s daycare centre in the new building that is currently being planned on Campus Westend in Frankfurt - to be completed in early 2018. This children’s daycare centre will be jointly used by DIPF and "Senckenberg Gesellschaft für Naturforschung". The Institute has set some new targets. The topic of balancing work and family demands is to be integrated into the leadership structure, and more attention will be paid to the context of work organisation as well as aspects of looking after relatives in need of care.

To find out more about DIPF supporting the balance of work and family, visit our website

7. Outlook and future priorities

Following a few years of substantial growth, DIPF is currently undergoing a process of consolidation at a high level (see chart). From this secure position, DIPF will continue to act as a competence centre for research, evaluation and science communication in education, drawing on existing strengths and expertise in the fields of educational research and educational information. It will take societal change into account and further develop information services for science, all target groups professionally concerned with educational practice and educational administration, and the public at large. In this regard, DIPF attributes high relevance to its contribution towards coping with fundamental challenges in education. To a large extent, this concerns the improvement of access to education and educational quality development, as well as facilitation of equal opportunities in education. Therefore, important topics in the Institute’s scientific activities address professional actions of teachers particularly their dealing with diversity, integration and inclusion, research on consequences of systemic and demographic change and issues concerning migration and social segregation. DIPF researchers are also interested in teacher education and its relation with instructional characteristics and student learning processes. Across all departments, DIPF thus places a priority on professionalism and professionalisation of teachers, school principals and other pedagogical staff, as well as individual support.

We can assume that in the near future, educational pathways and provisions will become even more individualised. Correspondingly, transitions between educational paths need to become more flexible and it will be necessary to align formal, non-formal and informal education. Educational policymakers and educational administrators have reacted by developing new governance models; pedagogical and structural innovations are linked to shifting responsibility to actors in the educational institutions and outcome-oriented monitoring systems have been introduced. The demand has been raised for a better grounding of these developments in systematic knowledge, in terms of an "evidence and information based policy and practice". DIPF intends to meet challenges caused by these developments by focusing its activities on five strategic priority areas in the future:

Educational monitoring: the Institute comprehends this in terms of a continual, data-based process of monitoring and analysis for education. Processes of educational acquisition will be taken into account as well as institutional settings and societal conditions. The "Report on Education" presents a central monitoring element in Germany and it is a comprehensive empirical account of the entire education system. Since the first report, DIPF has been responsible for co-ordinating national educational reporting, and this responsibility is envisaged to be continued. The conceptual framework will be improved to take on innovative ideas while assuring a high degree of continuity. International comparative assessments of achievement provide an important data source for educational monitoring (i.e. large-scale assessment), and DIPF intends to continue its respective engagement in the future.

Systematic review: Today’s predominant educational governance concept aims to place decisions in educational policy, administration and practice on an evidence-informed basis, i.e. drawing on findings from empirical research. By consequence, empirical research has grown considerably and it is time to inform decision-making bodies about the diverse existing findings. Systematic reviews are an apt means in this regard. They structure a field of research across disciplines and are powerful means, characterised by scientific quality and relevance for governance. In Germany, such systematic reviews have so far not been prepared for education. Their quality depends on the inclusion of all relevant research findings and a sound scientific analysis. Researchers from DIPF have published several reviews concerning policy-relevant issues in the area, and more work is being prepared (e.g. early compensatory language intervention). On this basis, the Institute intends to offer systematic reviews and take on a co-ordinating role. This position can be situated in the Information Center for Education, where educational research publications are systematically indexed. Close collaborations are sought, particularly with the "Leibniz Educational Research Network" (LERN).

Assessment: A reliable and valid assessment of educational outcomes e.g. competencies, subject-related achievement and attitudes is fundamental to empirical educational research as well as applications such as educational monitoring, evaluations at the school and classroom level and individual (intervention) diagnostics. Therefore, DIPF intends to continue its tradition in pedagogical-psychological diagnostics, and develop innovative tests and questionnaires. The interdepartmental, interdisciplinary "Technology Based Assessment" unit (TBA) supports educational research in developing and implementing respective technology-based solutions. The current work on the assessment of learning outcomes (TBA of learning) will be complemented by assessment for the support of learning processes (TBA for learning). Psychometrical and computer scientific innovations are required – for instance in the field of modelling process data (e.g. time spent on task), automated assessment of paths leading to a solution for deducting differentiated feedback information and the use of such data to develop adaptive learning and testing environments. At the level of application and transfer, DIPF intends to use new technical developments for instance to implement formative assessments for school.

Research data for education: Owing to externally funded an institutional activities in this area, DIPF pursues three strategic developmental objectives outlined below. These concern the BMBF-funded pilot project alliance for research data, co-ordinated by DIPF ("Verbund Forschungsdaten Bildung") and the research data centre established at DIPF ("FDZ Bildung"). (1) Content and service as offered by "FDZ Bildung" shall enable a legally compliant re-usage of data and instruments from particularly school educational and instructional research, which are prepared in an analysis-friendly, linked way. (2) The co-ordination and clearing role will be further developed regarding central access to nationally distributed educational research data and governing of decentralised data archiving, as is the case for the project alliance. (3) Development of technology and tools (e.g. data repository and data management tools) will be expanded for the administration and quality assurance of complex mixed-methods data structures and the support of collaborative research processes in empirical educational research projects.

Implementation and its research: In a number of projects, DIPF is actively engaged at the intersection of educational research, educational policy and educational practice. By scientifically monitoring educational processes and model projects, DIPF provides expertise and infrastructures, to transfer insights from science to pedagogical practice. Besides assessing the effectiveness of implemented measures, e.g. regarding an improvement of student achievement and transition decisions, DIPF intends to further develop the systematic research of implementation factors and processes, to identify conditions for a successful use of proven measures in the everyday settings of schools and kindergartens. It is therefore necessary to consider different logics of action and time perspectives of the different actors involved in the education system. An intensive exchange is thus necessary among scientists, policymakers and practitioners. Particular attention will be paid to the sustainability of model projects even beyond their period of funding.

To find out more about the Institute, visit our website

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Imprint

Published by:

German Institute for International Educational Research (DIPF)

Represented by the board of directors:

Prof. Dr. Marcus Hasselhorn (Executive Director)

Prof. Dr. Marc Rittberger (Deputy Executive Director)

Susanne Boomkamp-Dahmen (Managing Director)

Prof. Dr. Eckhard Klieme

Prof. Dr. Kai Maaz

Prof. Dr. Sabine Reh

Editor:

Philip Stirm

Translation:

Dr. Gwendolyn Schulte

Typeset:

mADVICE | Berlin

Layout & technical realization:

Ursula Schmitt

Image source:

Fotorismus for DIPF, Tom Baerwald for DIPF

DIPF archive, private, Kirsten Weber

Oksana Kuzmina I fotolia.com (big picture of the schoolgirl on the cover)

© DIPF June 2015

German Institute for International Educational Research (DIPF)
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