Experts from educational science, subject-matter education, linguistics, media and cultural studies, neurosciences, economics, political sciences, psychology, sociology as well as information science and computer science have formed a research alliance of 23 institutions, the Leibniz Education Research Network Alliance (LERN), to bring together their expertise and to strengthen visibility for sponsors, political stakeholders, educational administrators, and in view of the public at large.
Understanding education as a lifelong process is an important prerequisite for identifying chances and unlocking individual potential.
Leibniz Institute for Educational Trajectories (LIfBi)
Language skills are essential (prerequisites) for education and participation. Therefore, the aim should be to systematically foster language skills of all children and young people by specific language education measures.
Leibniz Institute for Psychology Information (ZPID)
Modern education should prepare people for the digitised world of tomorrow. Educational research can supply answers such as to the question of how digital media can improve teaching and learning processes.
DIPF | Leibniz Institute for Research and Information in Education
Opening universities for students without a university-entrance diploma helps to reduce social disadvantages. Higher education research shows, that students without this qualification study almost as successful as others.
IPN – Leibniz Institute for Science and Mathematics Education
Inequalities in the educational system continue to be a key challenge. Social möbackground, migration background, and regional conditions still influence the access to education and educational performance.
ZEW – Leibniz Centre for European Economic Research
Today learning of others is essential for innovation in educational systems. This could be through cooperations in schools, comparative and multidisciplinary educational research or networking in education policy.
We are investigating the influence of socio-emotional skills on educational participation and educational performance. Our intention is to identify ways in which these relevant skills can be specifically trained.
Educational research does not provide absolute facts, nor does it solely reflect subjective beliefs. Especially in times of digitalization, a nuanced view on educational research evidence is essential.
In a dynamically changing society, it is essential that all adults have the opportunity to learn what they want or need. At the DIE we are researching and working to support learning and education for adults.
German Institute for Adult Education – Leibniz Centre for Lifelong Learning (DIE)
Firms complain about lack of trainees and slow progress in inclusion despite many unused potentials of low-achieving school leavers: School, vocational preparation programs, and firms are called upon to discover these potentials.
German Institute for Economic Research (DIW Berlin)
Empirical research in education provides evidence on educational processes, their conditions and results. For developing educational quality further, it is crucial to take these research findings into account.
Institute for Educational Quality Improvement (IQB)
If we want to support students in the best possible way, it is necessary to promote systematically the best possible research and conduct an intensive, systematic exchange between practice and science.
Hector Research Institute of Education Sciences and Psychology (HIB)
Our studies show that attention develops throughout childhood. The successful control of attention facilitates many learning processes. Therefore, educational concepts have to consider the developmental pathway of attention.
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