Die 'empirische Wende' in Bildungspolitik und Bildungsforschung. Zum Paradigmenwechsel des BMBF in der Forschungsförderung

The author traces the change in paradigm in educational policy from the perspective of the Ministry in charge as a ªfundamental empirical change. It shows structures and framework conditions underlying pertinent major projects (National Educational Panel, technology-based testing, the Programme for Empirical Educational Research) and draws attention to the output and competence orientation as their ìleitmotifî. By the same token it views educational policy and educational research as being dependent on one another in the conditions governing their success, even if these follow their own logics in action.