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Continuing education and justice The question as to the connection between education and justice has always been important, even before education was established as a functioning sub-system of society. This applies in a similar manner to the sub-field of “continuing education”. The REPORT examines different approaches to the difficult topic of justice and the required linkage between a discussion based on standards and norms and empirical data (which is too unreliable). The articles especially…
Teachers and trainers can only act on what they notice. In line with use-inspired basic research, the question pursued in this book is how teachers’ and trainers’ competence to perceive, analyze, and diagnose situations of learning and instruction can be enhanced resulting in long-term effects. The present state of research with regard to adult education science’s professionalization discourse, teacher education research, competence as well as expertise research is drawn upon in order to gain a…
There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy…
Little is known about the qualifications of trainers in further vocational education. Some hold a degree in educational sciences. At the same time prospective trainers seem to be part of the target group of programs that specialize in adult education. The study focuses on which contents are intended in these programs and whether they could qualify for a later occupational activity as a training professional. For this purpose the course descriptions of 32 programs were analyzed and 10 responsibl…
From 1992 to 2007 a considerable amount of German and EU funding was put into development projects described as “Qualification Development Management” (German acronym: QUEM) and aimed to support the quality of vocational qualification structures in the former GDR. QUEM was sponsored by the ABWF (Study Group for Corporate Continuing Education Research). In this article the author, a scientist working on QUEM, sums up the activities in the programmes and projects which were funded. He identifies …
Nach der Veröffentlichung eines Entwurfs für den Deutschen Qualifikationsrahmen (DQR) im November 2010 befindet sich die Diskussion in einer kritischen Phase. Die Weiterbildung findet zunehmend Interesse am Thema und hat Einflussmöglichkeiten erschlossen. Aber ihr bleibt nicht viel Zeit, in der DQR-Diskussion Position zu beziehen. Ihre Optionen im bildungspolitischen Machtspiel müssen offengelegt und reflektiert werden. Hierzu leistet das Heft einen wichtigen Beitrag. Im Rahmen einer Umfrage b…
Vocational continuing education by gainfully employed persons – the explanatory power of activity-related features for continuing education behaviour Socio-demographic, company and employment data is often used to explain continuing education behaviour of individuals. Even though continuing education needs arise directly in the job context, job-related aspects are less frequently taken into account – not least due to the availability of data. This has been made possible, however, by a repres…
Scientific Education This issue combines empirical and conceptual access points to research of an area of education which has been for the most part neglected by continuing education: What role does natural science knowledge play in the context of informal and non-formal learning processes of adults? And what impetus can be derived for the structure and design of teaching-learning arrangements in other areas? This issue provides insight into specific issues, providing a contribution to inter…
