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.
Institute
We offer research, transfer and infrastructure for lifelong learning.
Der Band besteht aus zwei vom BMBF in Auftrag gegebene Studien. Die erste Studie, eine Sekundäranalyse vorliegender Modellprojekte, Berichte und Empfehlungen zu benachteiligten Gruppen in der Weiterbildung, wurde von G. Brüning für das DIE erstellt. Die andere Studie von H. Kuwan besteht aus zwei Teilen, einer multivariaten Zusatzauswertung zur Nichtteilnahme an Weiterbildung mit den Daten des Berichtssystems Weiterbildung VII und qualitativen Interviews mit bildungsfernen Personen. In einem ge…
Organisation and growth of the continuing training market is increasingly taking place within the private economic sector. There also is increasing reporting coverage of continuing training in accordance with the significance of lifelong learning for societal participation and the retention of occupational competences. In order to enable an accurate picture of the situation and developments of providers of general and vocational education and training to be given, it would be useful to have a k…
In the face of accelerated structural change (“transformation society“) in-company further education can no longer just rely on familiar forms of learning and teaching. It must evolve into a form of guidance for personal development, by which managers are directed towards continuous introspection (“culture of reflection”). The author shows that such phenomena can be empirically shown to exist at this moment in time, and outlines in which way they can be seen as pedagogical communication, by way…
The new jargon of normative pedagogy Empirical results of the normativity problem of constructivistical adult didactics The present contribution attends to the normativity problem of the constructivistical adult didactics. For this a research design is introduced which facilitate an empirical analysis of ethical implications (1). When one regards the relocation of non-pedagogical terms in adult pedagogy, transformation examples can be seen, which is a central result in the analysis carried …
Handeln und Forschen werden oftmals getrennt gedacht, doch sind sie in vielen Tätigkeitsfeldern der Erwachsenenbildung miteinander verbunden. Professionelles erwachsenenpädagogisches Handeln basiert nicht nur auf theoretischem Wissen, sondern erfordert auch eigene Forschungstätigkeit. In diesem Lehrbuch erläutern die Autorinnen den Zusammenhang von Handeln und Forschen. Dabei wird das Potenzial von Forschen und Forschung für die erwachsenenpädagogische Praxis wie auch für die individuelle Profe…
Teaching is fun. But teaching and learning situations bear the potential for conflict. With this book, the author elaborates on potential catalysts for conflict and provides strategies to professionally cope with these situations. While presenting best practice examples, he ponders alternative courses of action and delivers help for confident and competent teaching. The author also conveys concise background information on group processes. Because of its practical relevance, the book is not onl…
The author pursues the issue whether gender equity has been achieved in continuing educational participation. According to Friebel, this question can only be answered if the life and work contexts are considered as a biographic regulative of the participation in continuing education. The underlying empirical data is based on the longitudinal study »Hamburger Biografie- und Lebenslaufpanel« (HBLP), in which findings about the correlation of gender, parenthood and participation in continuing educ…
Educational research is often focused on biographies. Literacy and basic education frequently use knowledge about biographies as a means for educational support within the scope of catch-up education (“second chance”). The article discusses how biographically generated knowledge can be transferred into pedagogical practice. The authors give up on the idea of a direct “utilization” of biographical insights into practical work – the yield is rather to indirectly stimulate and irritate professiona…
In the person of the „quality developer“, the concepts of the staff and the organisational developer merge in a common striving for more excellence. Institutions in further education that wish to take quality development into their own hands thus are defining a new temporary role that has to rely on very special competences. Elke Mathes explains about this role and adds insights on further qualification needs from the DIE course “Quality developer in institutions of adult education”.
Within the process of socio-political transition adult education is an important tool for Eastern Europeans to orientate themselves in their rapidly changing social environment and to find new professional perspectives. Nevertheless, there are many obstacles blocking the way to the participation of all ethnic groups of the former Soviet Union in adult education courses. The article intends to show that besides various objective reasons, e.g. the disastrous economical situation, there are sever…
