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Using the example of the integrated further education of the police of the land Brandenburg this paper examines how a profound measure of reorganisation can be supported by a behaviour oriented further education. Possibilities are being shown of how to achieve the necessary behavioural changes within the larger frame of a reform process with the help of a framework of further education within the organization itself. Changing established patterns of behaviour of adults has proved to be very dif…
While the calls to take more notice of the significance of migration for adult education are loud and clear, notably little attention is paid to them with regard to work on categories. In adult education, fundamental theoretical work on definitions of “migration” is still far from complete. Even though individual studies deal with the term, it seems that attempts to clarify categories remain scarce. If adult education research on migration has a genuine interest in examining the risks of the hi…
Economic standard education is increasingly criticised for its unworldliness, imbalance and rashness. The article investigates possible effects and the social meaning of this condition: Does is support sightless market credibility, which is visible in the public opinion during the past decades? Which criteria play a role? The article pursues these issues by working out essential connections between strategies for influencing the public opinion from a historic perspective on the one hand, and sc…
The article provides an education-theoretical reflection of spaces for teaching and learning in education centres. Adult education is defined as a »learning process concerning everyday life«, which requires particular architectural adjustments. In this context, Joachim Ludwig stresses that architecture is by far more than a simple arrangement of building material. Room structures rather contain a »significance« which has a great influence on the »standard of living« for learners as well as teac…
Stepped courses of studies and professionalization of adult education Reflections against the background of first experiences at the Ruhr-University Bochum The contribution takes the occasion of the dynamics of reform, with the transposition of the study into two cycles, to show policy-making decisions which need to be made for the study offers in the area of adult education. One important point of reference is the question, as to what extent the reform counteracts the efforts concerning pr…
Theoretical basics of a gender equal didactics Substantiations and consequences The contribution makes a subject of discussion the significance of the category gender for theoretical basics of didactical approaches in adult education. Structural gender characterize the adult education research, the institutions, the educational situations, the educational apprehension as well as the people participating with the educational actions and the worlds of their lives. These conditions for outco…
The competence concept of PISA and IALS New impulses for adult education through international comparative studies In the contribution the literacy concept, which is new to the German education discussion, and some of the results of IALS are presented, whereas parallels but also differences are shown to the PISA study. The causales for the central result of the missing basic competences are questioned, whereas clues are given to contexts between antiquated teaching methods and often lament…
Through their employment in adult education, or as an additional means of learning alongside adult education, the media contribute towards the shedding of limitations of the place of learning and are themselves places of disengagement at the same time. The author, in a media-analytic perspective, outlines how communicators from the world of publishing are integrated into the didactic triangle and thus devaluate the pedagogical frame of the learning situation. At the same time new structures are…
Program analyses are considered as genuine methods of research in further education. The basic understanding is that innovation is not only an invention of new methods, but also an implementation of existing methods in new ways. The most important approaches of program analysis will be presented and discussed concerning their alteration. This is also relevant for qualitative research in further education in general.
