Research
We explore how adult education can be made inclusive, digital and effective.
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Digital tools, specialist portals and data – for teachers, researchers, students and interested parties.
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We offer research, transfer and infrastructure for lifelong learning.
The author presents findings of the project »S-Mobil 100«, which is aimed at supporting the mobility of senior citizens with new technologies. In addition, it outlines the learning process of the elderly in handling new technologies.
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…
Sites and trajectories of learning disconnected from schooling and traditional training are discussed against the background of a new scientification of work related to the shift towards an information technological mode of production. This scientification is rooted in a new relation of theory and practice at work. Accordingly, workers play a new strategic role in work processes: they have to optimize procedures, define and search for reasonable objectives, reflect on methods and strategies of …
Following Piaget and recent research on psychodynamics, the author establishes theses on distinctively suitable adult learning. She recapitulates essential theses from her book »Zur Konstruktion des Erwachsenen« (On the Structure of Adults) and refines them with regard to autonomy as a learning incentive. The author believes that learning processes, which are characteristic for adults, occur mainly when old structures are overcome and learning procedures are modified. The learning incentive is…
The perspective of administrational staff in educational organizations is barely in focus in adult education research. This paper reacts on this desideratum of research and tries to answer the following question: How does the administrational staff of Adult education organizations perceive the collaboration with the pedagogical staff? This question is answered within a qualitative research design. Therefore, the existing data of a qualitative study concerning cultures of teaching in adult educa…
Citizens’ involvement increasingly gains appreciation in the public perception. Also in the adult pedagogical discourse the attention is raised in the context of lifelong learning. In this contribution the author discusses how learning processes in adult education, that take place in a societal action context, can be supported, guided or even initiated. On the basis of own empirical inquiries the author examines citizens’ involvement as an action- and learning field and asks for learning experi…
The author prefers the term of »sustainable learning« compared with »education for sustainable development«, because she sees the numerous non-institutionalised learning processes being included. The UN decade is a challenge for a variety of learning places, protagonists and target groups. She confronts the chances for the decade with several social, above all individual barriers, which complicate the learning of sustainability. Besides the value attitudes and emotions above all here the factor…
Starting out with deliberations on the relationship between the course of life and the constructed biography of an individual, this article intends to elucidate the contexts of learning as they are treated in various (inter-)national studies, by focusing on the individual’s course of life. To clarify which methodological design is most appropriate to study processes of (lifelong) learning and education, it then seems necessary to highlight a particular methodological approach. This leads, ultim…
The term learning place was introduced into the peadagogical professional jargon and into education political linguistic usage by the German education council in 1974. The learning places named by the German education council (school, company, apprenticeship workshop and studio) gain their specifity through their different paedagogical functions in the learning process. Initially home in the area of vocational education, the term was later also adapted by adult education. That is where there is…
