Mühsam aufgebracht, hart umkämpft

This article presents the results of an empirical research project in which participants in continuing education and employees were surveyed about their learning times. The survey indicated that (1) continuing education is co-financed on a large scale through the devotion of private time. (2) Individuals show flexibility and commitment in creating their own learning and continuing education times. (3) Times can no longer be clearly assigned to “learning” and “working” even from a subjective poi…

Didaktische Übergänge zwischen Bildung und Beruf

Didactic transition between education and working life This article examines the orientation of vocational training towards “learning areas” in the context of the larger thematic topic of “occupation and education”. The pivotal question around which the whole topic revolves is whether and in what ways the concept of “learning areas” can contribute to a constructive change in the dialectic between education and occupation. It is with this in mind that the relationship between education and p…

Schicht, Klasse, Milieu

Strata, Class, Milieu. Reference strategies in research on continuing education 1957-2007 The author provides a longitudinal look at 50 years of research on participation in continuing education. After presenting some important publications from 1957 (Schelsky, Dahrendorf), he presents sociological reference strategies which were used in the respective time periods to explain the social structure: first strata and class, and then later – due to the influence of Bourdieus – the social milieu: H…

Studiengänge für Erwachsenenbildung als öffentliche Aufgabe

Überlegungen zu den Grenzen der Didaktisierbarkeit von Bildungsprozessen

Der Diplom-Pädagoge in der Erwachsenenbildung als Institutionalisierungsprozess einer Innovation

Hochschule und Weiterbildung

Hochschule und Weiterbildung

Der Professionalitätsanspruch der Weiterbildung im Spannungsfeld zwischen Managerialismus, evidenzbasierter Praxis und Teilnehmerverpflichtung

The pretentions on professionalization of further education in the area of tension between managerism, evidence based practice and obligation of participants The transformation of the welfare state also leads to a change in professional profiles in further education. This shows among others in the tendencies of de-professionalization, such as in the form of a (re-) subordination of adult pedagogical professional roles and activities under the logics of administration, market and law or other…

"Das hätte ich mich früher nie getraut"

The author has collected self-reports of functional illiterates and questioned them on their “joy potential“. Three qualitatively set up analyses of the 1990s serve as sources. The contribution shows that the participation in literacy courses can cause a significant increase of self-confidence by overcoming experiences of deficit. The experience of attention and support is seen as encouraging and it contributes considerably to take over responsibility for one’s own life.