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Ungeachtet ihrer großen Bedeutung für Praxis und Forschung der Erwachsenenbildung - Bund, Länder und zunehmend auch die Europäische Union bestimmen maßgeblich den Kurs - ist Weiterbildungspolitik kaum ein Thema in der erwachsenenpädagogischen Literatur. Diesem Defizit will das Buch entgegentreten, das ausgehend von einer Momentaufnahme aktueller Positionen zur Weiterbildungspolitik eine historische Analyse der Entwicklungen von der Nachkriegszeit bis heute anbietet. Die weiterbildungspolitische…
Die Direktoren dreier Leibniz-Institute im interdisziplinären Gespräch über die Frage, was Erwachsenenbildung von der Konzept-Orientierung der PISA-Studie lernen kann: Prof. Dr. Prenzel vom Institut für Pädagogik der Naturwissenschaften an der Universität Kiel und zugleich Mitglied des deutschen PISA-Konsortiums 2000, Prof. Dr. Scheich vom Institut für Neurobiologie in Magdeburg und Prof. Dr. Ekkehard Nuissl von Rein vom Deutschen Institut für Erwachsenenbildung in Bonn.
In recent years, the discourse on competences as well as the increasing importance of informal learning particularly at workplaces have attributed a prominent position to the procedures of visualization and balancing of vocational competences within the educational practice as well as in education policy debates.However, most of these procedures focus on apprentices or participants of further education courses. This rather limited view has largely excluded teachers and/or dispositive employees …
The following report focuses on the issue of recording the impact of learning in adult and continuing education. It depicts the complexity of empirical-analytical impact and sensitizes for a differentiated access of adult educational research, based on the demand for evidence-based practice and education policy, which increases the pressure to conduct research on valid data on the impact of educational activities. This is substantiated, inter alia, due to the complex topic and the particulariti…
Adult learning professionals are understood in the context of European Policy as key factor for the quality of adult education. In this paper a transnational European study programme, the European Master in Adult Education, is focussed on as an academic contribution to the professionalization of adult learning professionals: What core themes of European Adult Education can be identified? What didactic approaches are required for a transnational curriculum? How is the labour market taken into co…
The concept of support-networks is currently finding its way out of the theoretical discussions into practical application. This is not only due to the zeitgeist of reduced governmental investments in education policy but also because the concept of support takes into account the social embeddedness of learning costs and thus contributes to the discourse of the „learning society“. Networks are propagated as an alternative to either the state or the market, on the other hand they are likely to c…
The "Blue Series" is the DIE's most traditional series of books. It is aimed at researchers and students of adult education as well as academically interested practitioners. Scientific papers on a theoretical and empirical base provide access to adult education research and enhance the transfer of knowledge between practice and research. Over the past 30 years, it contributed significantly to the discipline of adult education.
Das Buch gibt einen Überblick über die finanzielle Förderung der Weiterbildung als organisiertes Lernen seit dem Ende der 1960er Jahre in der Bundesrepublik Deutschland. Dies beinhaltet die Beschreibung der kommunalen, landesrechtlichen, bundesrechtlichen und der europarechtlichen Förderung der Weiterbildung mit der Angabe der dafür aufgewandten Förderungssummen. Die Beschreibung ist eingebettet in die Darstellung der dominierenden politischen und geltenden rechtlichen Rahmenbedingungen von den…
