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Despite a relatively similar education system, the way how people can get a qualification for adult and continuing education is different in Germany and Switzerland. Germany has established an academic track within educational sciences with the focus on planning and management. Switzerland follows a vocational track with a basic qualification for teaching adults that could be extended by qualifications within the vocational system for positions in planning and management. This paper analyses th…
How can the performances of continuing education become more influential in the German Qualification Framework (DQR)? The author presents concrete recommendations derived from a cross-provider work group: presentation of key competences across all levels; classification of qualifications acquired in continuing education to individual levels (example of level 6). With regard to the inclusion of non-formal and informal competences in continuing education, the author refers to the potential of EU …
Nowadays, employees are part of a rather dynamic working environment, which is significantly marked by increasing digitalisation. As a result, qualification and competence requirements as well as job contents are changing. Findings by the qualification panel of the Federal Institute for Vocational Education and Training (BIBB) indicate that a company's higher digitalisation level requires higher skill profiles. More digitalised companies also have a larger number continuing education measures, …
Hanft, Anke; Zentner, Tim: Qualification and personnel development – a competence gap in adult education institutions? Results of an empirical study on qualification of staff in adult education institutions The contribution analyses how adult education institutions and universities prepare their staff with education and training for changed structural requirements and reforms. In the centre are two studies of German state universities and public adult education institutions in the country N…
For the author, "globalization" and "lifelong learning" are the epitome of disengagement in the economic and/or the pedagogic field. Using the genre of meditation, he develops the concept of disengagement - a shedding of limitations - by the example of disasters, markets, exacting demands in the context of learning, the power of the economy, the responsibilities for education. Reflecting on Comenius and Ralf Dahrendorf, the author tries to “bring the amok-running economism back to its senses” a…
Lifelong Learning, being one of the key issues of the Bologna Process, aims at horizontal and vertical permeability of interdependent education systems in order to be accessible to many target groups. Hence, the recognition and crediting of qualifications achieved outside of the academic realm has become increasingly more important. Despite numerous efforts within the past 10 years national standards regarding this issue are not sufficiently developed at this point. The comparison of the dif…
Focusing on Germany, the authors provide an overview on the PIAAC key findings. In addition to the findings on everyday skills, an insight on factors such as age and educational qualification, which influence the characteristic of competences, is presented.
