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The German Adult Education Centres (VHS) consider themselves as further learning institutions for all whose aim it is to address the population at large. However, the data basis on the extent to which socially disadvantaged groups are reached is restricted. The present contribution investigates to which extent persons with a low level of school education are represented among the participants of the Adult Education Centres in Berlin. The investigation is linked to previous results of the resear…
The article provides an overview of the constellation of stakeholders in health education. It focuses on the publicly funded section and its current challenges such as the participants' age pattern, as well as the range of services and the relating quality standards.
The demographic change and the growing demand of skilled workers in Germany puts workers with migration background in the focus of interest in politics, economy, research and, increasingly, of adult education. The following article analyses empirically the relationship between the socio-cultural determinants, which are theoretically embedded in Esser’s model of social integration, and the participation in further vocational education of working adults with a migration background in Germany on t…
The article reveals the effects of GRUNDTVIG learning partnerships between 2008 and 2012 and points out the most significant contents. The project’s future remains uncertain despite the increasing number of applications for GRUNDTVIG learning partnership. A continuation within »Erasmus for all« or »YES EUROPE« is possible.
The DIE (German Centre for Adult Education) programme “Learning in Social Spaces”, the social quarter approach is a key element of the inclusion matter. Focused on the social environment, continuing education can include the local community and the resulting participation and networking potentials. The article discusses extracts of interviews conducted with representatives of adult education centres in Berlin and Hamburg, revealing the extent of social space orientation work in the context of i…
Positive learning experiences in childhood, adolescence, as well as during employment have a favourable effect on learning in old age. From a gerontological perspective, the significance of school education and of professional qualifications attained later in life for educational behaviour in the post-employment phase can be explained with the continuity theory. To evaluate the relevance of one’s educational biography, a representative survey was conducted. 500 individuals at the age from 50 to…
Die Trendanalyse des Deutschen Instituts für Erwachsenenbildung ist eine Bestandsaufnahme zum Status quo der Weiterbildung. Sie trägt – nun zum zweiten Mal – die empirischen Daten aus den verschiedenen verfügbaren Quellen und Statistiken zusammen, um Entwicklungslinien in der Weiterbildung zu identifizieren und zu interpretieren. Ausgewertet wurden die aktuellen Trends in den Bereichen Angebots- und Teilnahmestrukturen, Einrichtungen, Personal, Finanzierung. Neu sind vor allem die Darstellunge…
The report focuses on empirical data of cultural life from a cultural political perspective. Despite the common experience of growth, a significant increase of cultural life participation cannot be empirically verified with regard to the time budgets applied – at least not of provisions attributed to the narrower definition of culture. There are more visits (especially of large cultural institutions and popular cultural events) but not necessarily more visitors. While the prerequisites for cult…
The author bridges the gap between culture and education by dealing with two sides of the coin. He initially observes a currently active interest in culture. Cultural education is a generally accepted objective in the field of cultural policy. By using a historical outline, the author illustrates this attribution to a lack of visions in cultural policies. Beneficiaries are institutions for cultural education as well as classical institutions for adult education such as adult education centres. …
It is controversial whether vocational basic and continuing education is substitutable or complementary. This report approaches the issue from an entrepreneurial perspective with a special focus on company sizes and provides empirical results on the basis of the IAB-Betriebspanel (representative employer survey). The valuations of a bivariate probit model also indicate the dependency of complementary and substitutional correlations on the individual company size.
