Research
We explore how adult education can be made inclusive, digital and effective.
Services
Digital tools, specialist portals and data – for teachers, researchers, students and interested parties.
Institute
We offer research, transfer and infrastructure for lifelong learning.
The following report focuses on the issue of recording the impact of learning in adult and continuing education. It depicts the complexity of empirical-analytical impact and sensitizes for a differentiated access of adult educational research, based on the demand for evidence-based practice and education policy, which increases the pressure to conduct research on valid data on the impact of educational activities. This is substantiated, inter alia, due to the complex topic and the particulariti…
Scientific Training and Further Education on Career Guidance in International Comparison Most international experts insist that neutral and efficient career guidance can only be guaranteed by a very high professional proficiency of the counsellors. In recent years qualification offers for trainers have huge differences in both quality and contents of training. The contribution illustrates, on the basis of international studies, the efforts to establish European standards of qualifications fo…
The present findings are based on a programme analysis of one fifth of all programmes provided by public adult education institutions in Low Saxony in 2012. The study focused on field classification as well as on the analysis of participation portals. Over all, eight portals were developed and identified for the analysis. The findings provide information on methods for addressing social requirements and thus differentiating the educational field – how intercultural education undergoes a delta-s…
To promote intercultural opening as a key process for improving the participatory chances in continuing education for people with a background of migration, their current opportunies and boundaries need to be taken into particular consideration. Several basic arguments are discussed in this report.
Continuing digitalisation is a macrosocial phenomenon – dealing with it is a macrosocial task. For the educational field, it does not only concern a change of teaching-learning situations due to digital media but also the issue of contributing to the changing situation - without excluding certain groups. According to the author, the issue of digitalisation does not allow federal disputes and segment-specific separation of educational areas.
The study text points out relevant research criteria for an evaluation in the field of adult education. For that purpose, basic concepts and theories are discussed and objectives, tasks, and principles of evaluation are outlined. The author refers to classic targets of evaluation – teaching/learning processes, educational institutions, projects/programmes as well as the education system – to present the features of adult education evaluation. In this context, the issue of required object-relate…
Inclusion – An Organisational Challenge. Steps towards Inclusive Adult Education. Part 1 The report evaluates the option of offering inclusive adult education at adult education centres on a larger scale. The compatibility of the new policy statement in adult education centres and the principle of inclusion are pointed out. Implications of the concept of inclusion are presented, which lead to the conclusion that inclusion can only be implemented with a comprehensive organisational developmen…
10% of German adults are estimated 1995 by OECD to be on a very low level of literacy, about 30% are on a low level. The author explores definitions and dimension of basic education. Restrictions exist for discussion in the lack of University research and the fact that illiterates form a part of the population described to be on a low level of literacy. But basic education is the prerequisite for independent, self-organized learning and the basis of general education. Therefore concepts to inte…
Works councils handle many conflicts. This article pursues the issue how works councils acquire knowledge and competences for dealing with various conflict settings and the significance of programmes in educational institutions for work councils. To pursue the question, the author connects her research findings on learning in work conflicts to the development in practical institutional education for works councils.
A theorist for professional organization and academic research on the one hand and the practical further education specialist on the other hand exchange their views and ideas on the positive and negative effects of a strategic orientation for third-party funds in an interview with „DIE“.
