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The article refers to the demand for adult economic literacy as well as its objectives. Present demands require intensification. These demands are evident in the behaviour of educational consumers and providers, and even more so in the social expectations expressed by all relevant groups. The text concludes with a reference to the particular public responsibility to provide suitable programmes.
Works councils handle many conflicts. This article pursues the issue how works councils acquire knowledge and competences for dealing with various conflict settings and the significance of programmes in educational institutions for work councils. To pursue the question, the author connects her research findings on learning in work conflicts to the development in practical institutional education for works councils.
Based on the assumption that the findings gained during the PIAAC study provide an impetus for the development of demand-driven support opportunities, the author points out the needs for improvement in the field of basic education. At the same time, regarding the content, the author warns of constricting adult education in favour of competence and outcome oriented programmes.
The author investigates whether, to which extent and due to which motivation migrants participate in general further education programmes of the City-Volkshochschule (adult education school) of Berlin. Results: The ethnic composition of the city district is not mirrored in that of the course participants. Whichever their formal education, migrants are more than German course participants motivated on the personal level.
