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Dieser Beitrag geht der Frage nach, welche Kompetenzanforderungen an Lehrende und an pädagogisches Personal – die diese auswählen – gestellt werden, um aktuellen Herausforderungen der Weiterbildungspraxis gerecht zu werden und damit Qualität sicherzustellen.
Lehrkräfte bilden die zahlenmäßig größte Gruppe der Praktiker in der Erwachsenen- und Weiterbildung. Sie firmieren je nach Handlungsfeld als Trainerinnen, Dozenten, Teamerinnen, Lernbegleiter oder Kursleitende. Ungeachtet ihrer Bedeutung für die Qualität der Lehr-Lernprozesse und ihrer Funktion als Repräsentanten der Einrichtungen gegenüber den Teilnehmenden standen sie lange nicht im Fokus der Bemühungen um Professionalisierung und Professionalitätsentwicklung. Im Zuge aktueller Projekte rücke…
The article provides an insight into the first results of the PIAAC study and links it with mixed-method and qualitative-empirical approaches as well as the development of competencies in life course. For this purpose, it shows two studies which focus an individual development approach in contrast to the quantitative assessment approach of PIAAC. The aim is to present advantages and disadvantages of different research perspectives.
This paper brings into focus the discourse on competences and reviews critically the potential of large-scale assessments. The measurement of competences in adulthood is a step towards a deeper understanding of the development of competences during the life course, although only domain specific and not general competences are taken into consideration. Based on the current research, the debate on competences will be reflected and the central points in the field of modeling the constructs of skil…
Based on the PIAAC findings, the authors certify international competitiveness to the German educational system and refute the reproach of insufficient training maturity of German trainees. At the same time, they criticise the recruitment practise in businesses, which is marked by an increasing academisation and exclusion of certain applicant groups
The article critically examines PIAAC as well as its objectives. It examines the extent of information provided by PIAAC on untapped competence potential, the needs to improve the acquisition as well as the transfer of competences. It is also an analysis of the study's theoretical and methodological base. At the same time, it reveals the problems and deficiencies of the PIAAC study and offers solutions.
In the last years the issue of adult literacy has gained international and national importance – not least due to the comparative surveys IALS, ALL, and PIAAC, conducted by the OECD. The result was a series of developments in education policy, in particular regarding the promotion and financing of adult literacy programmes. Based on country reports, the present article provides internationally comparative insight into the discussion regarding the promotion and financing of adult literacy progra…
