Louise Ohlig
Biographic Data
| ID | 4172258 |
|---|---|
| NAME | Louise Ohlig |
| GIVEN NAMES | Louise |
| FAMILY NAME | Ohlig |
| SIGNATURE | OHLIG L |
| AFFILIATIONS | University of Bamberg |
| ORCID | 0009-0000-4496-2533 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Education for democracy in autocratic settings: An exploration of Tanzanian school actors’ understandings
German political foundations’ democracy promotion in autocratizing Tanzania: Opening Spaces for Civil Society Support and Transnational Learning
Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector
With this qualitative study, we contribute to the discourse on the governance of education systems in the context of crisis and fragility. We look at the crisis management during the COVID-19 pandemic in the education sector of the Democratic Republic of the Congo (DRC), where a high proportion of schools is owned and managed by non-state actors. Conducting a content analysis of 18 semi-structured interviews with stakeholders in the education sec…
Voneinander und miteinander lernen: Perspektiven tansanischer Lehrkräfte auf Nord-Süd-Schulpartnerschaften
Die vorliegende explorative quantitative Studie adressiert die Forschungslücke hinsichtlich der Perspektiven des Globalen Südens auf Nord-Süd-Schulpartnerschaften. Konkret beschäftigt sich dieser Beitrag mit den Erwartungen von tansanischen Schulleitungen und Lehrkräften an das Von- und Miteinanderlernen in Nord-Süd-Schulpartnerschaften, welche mittels Fragebögen erhoben wurden. Damit knüpft dieser Beitrag theoretisch an Diskurse zum Globalen Ler…
Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector
With this qualitative study, we contribute to the discourse on the governance of education systems in the context of crisis and fragility. We look at the crisis management during the COVID-19 pandemic in the education sector of the Democratic Republic of the Congo (DRC), where a high proportion of schools is owned and managed by non-state actors. Conducting a content analysis of 18 semi-structured interviews with stakeholders in the education sec…
Voneinander und miteinander lernen: Perspektiven tansanischer Lehrkräfte auf Nord-Süd-Schulpartnerschaften
Die vorliegende explorative quantitative Studie adressiert die Forschungslücke hinsichtlich der Perspektiven des Globalen Südens auf Nord-Süd-Schulpartnerschaften. Konkret beschäftigt sich dieser Beitrag mit den Erwartungen von tansanischen Schulleitungen und Lehrkräften an das Von- und Miteinanderlernen in Nord-Süd-Schulpartnerschaften, welche mittels Fragebögen erhoben wurden. Damit knüpft dieser Beitrag theoretisch an Diskurse zum Globalen Ler…
Education for democracy in autocratic settings: An exploration of Tanzanian school actors’ understandings
German political foundations’ democracy promotion in autocratizing Tanzania: Opening Spaces for Civil Society Support and Transnational Learning
Political science (4 works) · Democracy (3 works) · Global Educational Policies and Reforms (3 works) · Politics (3 works) · Sociology (3 works) · Economic growth (2 works) · Economics (2 works) · Global Education and Multiculturalism (2 works) · Law (2 works) · Law (2 works)