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The question how to improve the short-term as well as the long-term success of continuing vocational education and training (CVET) is of great importance for companies. Currently, however, evaluations in practice are still often only of a summative nature. Based on a practically applicable model and empirical data from participants in a wide range of CVET courses (N?=?477), this paper presents various factors organisations can use to affect the subjective success of CVET, both in the “learning …
In Germany, participation in continuing education has been on a respectable level since 2012. In 2016, 50 per cent of all adults were active in continuing education and training. Based on these findings, the Adult Education Survey (AES) 2016 provides numerous detailed results, which are presented in the final evaluation report. The authors of this report analyse and comment the representative data with regard to key issues, such as: Who are the participants of continuing education and for what …
The National Educational Panel Study (NEPS) reflects upon adult learning from the perspective of a life profile. The article describes the system and methodological approach of the NEPS with a special focus on the group of adults. The education and employment history as well as the consequent competence development of the adult working age population is analyzed. Overall, 60,000 people are surveyed in the NEPS including more than 11,000 adults. First data is already available to the expert publ…
This paper deals with a new approach in the promotion of literacy, which focuses on social integration. This approach has been inspired by a concept of adult education aiming at integration and by social work oriented to the life world of the addressees. These concepts are being adapted to the work with functionally illiterate persons. The approach discussed here includes different forms of action promoting literacy: both learning and consulting, and also institutional cooperation in networks. …
Report system adult education: the decline of participation in adult education Adult education and lifelong learning rate high; equally high are the expectations towards it, especially with regard to individual employability, the firms ability to be competitive and the location site Germany. But all pleas and support obviously do not have the anticipated impact because the participation in adult education has decreased. Does this mean that an upward trend of decades is interrupted or is it p…
Das DIALOG-Praxisnetzwerk für Wissenstransfer und Innovation des Deutschen Instituts für Erwachsenenbildung (DIE) fördert den Austausch zwischen Forschung und Praxis im Feld der Erwachsenenbildung. Das Jahresthema 2023 des Netzwerks, das aus 34 Mitgliedsorganisationen aus allen Bereichen der Erwachsenen- und Weiterbildung besteht, war die Rolle der Weiterbildung im Kampf gegen den Fachkräftemangel. Auf dem 7. DIALOG-Netzwerktreffen am 8. September 2023 fand eine Podiumsdiskussion zum Thema stat…
Träger beruflicher Bildung, so der Autor, müssen sich zu Bildungsdienstleistern entwickeln. Mit Hilfe agiler Führung können sie sich als resiliente Organisationen aufstellen, um im gesamtgesellschaftlichen Transformationsprozess erfolgreich im freien Bildungsmarkt zu bestehen.
Wie begründen Bildungseinrichtungen, dass sie Angebote zur digitalen Grundbildung unterbreiten? Dieser Frage sind die Autorin und der Autor in Interviews mit lehrendem und leitendem Personal der allgemeinen und konfessionellen Erwachsenenbildung nachgegangen. Sie zeigen, dass die Begründung entlang dreier Säulen der Legitimität erfolgt.
Krise & Chance Krisen sind etwas, womit moderne Gesellschaften leben müssen, so Heinz-Elmar Tenorth im »Stichwort«. Die aktuelle Corona-Krise wirkt sich unterschiedlich auf die verschiedenen Bildungsbereiche aus – was auch mit deren jeweiliger Handlungslogik zu tun hat (Ulrich Heine¬mann). In der Erwachsenen- und Weiterbildung sind neben den (wirtschaftlichen) Folgen für die Einrichtungen (Kohl & Denzl und Tafelbild) und die Lehrenden (Pia Probst) vor allem Fragen der Digitalisierung virulent…
Teachers’ knowledge about teaching methods is an important facet of adult education teachers’ pedagogical/psychological knowledge (PPK). The authors examine whether and how this knowledge is correlated with the educational background and the teaching experience of N?=?212 adult education teachers. The results point to a positive correlation between the amount of further training concerning the topic teaching and learning and the knowledge about teaching methods. Moreover, teachers with a focal …
