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After the federal elections, the Federal Ministry of Education and Research has taken on a new organisational structure. For the first time, its activities in further education are now bundled together in a seperate department (»Lifelong Learning, Further Education«), thus enabling the ministry to »speak with one voice«. On top of this, the superior department is »University, Further Education«, which shows that the two are considered as equivalent from the organisationalpolitical viewpoint.
In Retrospect: On the Conception of REPORT and its Development A conversation with the founding editors The reason for this interview is REPORT’s 30-year existence. Thus, the time has come to once again recall the events and experiences in its long history. In 1978, the “Literature and Research Report Continuing Education” was published for the first time and was essentially a review journal created to give an overview of the still widely scattered and developing discipline of adult and con…
Biography orientation and didactics Deliberations for the guidance of biographical learning in adult education In the practice of adult education methods and concepts of biographical learning have since long been integral part of didactical deliberations and they are newly made subject of discussion again and again with changing reasons and terms. For some time the concept of "Biographizität" is referred to in these discussions without the relevance of this term, which was developed in the …
This article about European networks as support for lifelong learning starts with an attempt to define the differences between European projects and European networks. The European Association for the education of Adults (EAEA) is put forward as an example of a European network. It focuses on the association’s mission statement, its aims and activities and how it can support adult learning in Europe. In this way it also demonstrates how these networks can reinforce transnational cooperation and…
In 2001 the German Federal Ministry of Education and Research arranged an information and advice centre for German adult education providers called “iMOVE“, which plans activities in foreign markets. The contribution takes a stock by making an interim statement of the work of iMOVE and it introduces the services offered.
Adult education is also stamped by linear legends, including its implicit models of biography. These are, as shall be shown in the first section of this consideration, concepts of a setting-out-biography. They oversee the aspect of life coming to an end. For that reason adult education often just shows half of the picture of an adult. The adult appears as a timeless entity, being in principle open for development. His “Unteachableness” is not really seen as a result of the structural rigidity o…
Work-based training is a significant competence development tool for adult educators. The article presents study findings, which were recently developed based on a need and demand perspective. (1) Based on the data base QUA LIDAT , programmes are systematised. (2) The behaviour in continuing education of e.g teachers was surveyed in Niedersachsen.
The Need for Comparative Research on the History of Adult Education and its Challenges Research on the history of adult education has been established as a sub-discipline of adult educational science – however, mainly in a national context. Even nowadays comparative research on the history of adult education is still a step-child of research, facing major challenges which are consequently also problems of presentation.
For over 40 years, the „Bibliography of Adult Education“ has been published. This service of the DIE (German Institute of Adult Education) has now been changed into a more modern online format. Looking back, the bibliography may well have been a little hampered by its aspiration to completeness, but it still has performed an essential role in making adult education an important discipline within educational science.
The primary objective of guidance and counselling in continuing education and training is its focus on customers by means of changing perspective on their interests and concerns as a key principle for processes, methods and tools. Quality of guidance services is the outcome of well-planned and structured approaches respectively customer-focused guidance procedures. It is also the result of a process in each individual counselling situation and cannot be completely regulated by institutional and…
