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We explore how adult education can be made inclusive, digital and effective.
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The concept of self-optimisation is closely linked to discourses on lifelong learning and has been discussed in adult education research for some time. The talk about selfoptimisation is mostly articulated as a critique or critical analysis, appears as almost self-evident and thus gets caught up in the pull of normalisation. The established problematisation of self-optimisation is therefore also subjected to problematization in this paper in an attempt to reopen the thinking of the problem. Th…
Die vorliegende Diplomarbeit entstand im Rahmen des Projekts Beratungsforschung rund um den ProfilPASS am Deutschen Institut für Erwachsenenbildung (DIE) – Leibniz-Zentrum für Lebenslanges Lernen e.V. Auf der Basis einer internetgestützten Befragung, an der sich insgesamt 709 ProfilPASS-Beraterinnen und -Berater beteiligten, wurden insbesondere die organisationalen Bedingungen von Beratung untersucht. Hierbei konnten statistische Zusammenhänge im Hinblick auf finanzielle, personelle zeitliche u…
Unlearning has been established as a phenomenon in common parlance, but has been neglected by educational science so far. Very few authors use the term “unlearning”, even rarer is a clear, precise and sophisticated definition. This article starts with the dilemmata appearing when using the term as a category of analysis in empirical studies. The critical re-analysis of one of these studies yet evokes a work programme designed to explore the phenomena of unlearning. As a first step, this article…
In the usually clearly word- and text-oriented research field of adult education, for a while now, approaches have been observed, which understand visual presentations as data to be analyzed in a methodically controlled way. These data are used in order to generate and substantiate knowledge about adult education, whereby intensity, contexts, theoretical background and methods or methodology are different. This article presents these approaches in the research fields focusing on students, progr…
A video-study of language courses in adult education analyses the transformation of a learning side into a pedagogical space. The definition of pedagogical space is linked to the theory of social space. Space is thus viewed as an arrangement and perception between human beings and social goods. This recasting of social space as a pedagogical space specifies social space to include two additional elements: the representation of knowledge and pedagogical media. For this study, the transformation …
“The Ideal World of the Bildungbürger and Rural “Borderline Experiences” Programmes of German adult education centres in 1957 In this article course programmes of German adult education centres in 1957 are examined from the perspectives of four time-witnesses of German social history during the Cold War: (1) What memories are stimulated among time-witnesses as to what the courses were really like? (2) What approach is used in the cover text? (3) What differences can one find when comparing th…
Quality management systems – despite the name – often fail to contribute significantly to the overall management of an organization and are therefore not as welcome as they might be. The new DIN EN ISO 9000:2000 is structured to improve this situation through the employment of the process approach, aimed at the maximum benefit to the organization on two levels: 1. The continuous planning, execution and monitoring of the quality of the organization has to be integrated with traditional concepts …
Christoph Ehmann untersucht alle Bereiche des Bildungswesens hinsichtlich Finanzierbarkeit und möglicher Finanzierungsformen. Dabei kommt er zu dem verblüffenden Ergebnis, dass die bildungspolitischen Entwicklungen der letzten 30 Jahre, unter der Forderung nach Gleichbehandlung und gleicher Förderung, tatsächlich dazu beigetragen haben, die vorhandenen sozialen Ungleichheiten in der Bildungsbeteiligung nicht zu mildern, sondern fortzusetzen und zu verschärfen. In dieser 2. vollständig überarbe…
Adult education is more and more affected by social change due to migration. This paper analyses the marginal adoption of the topic by research in the past and describes recent trends, also in practice. Perspectives for institutions of adult education such as widening access to adult education for migrants, organisational development and professionalisation are discussed. Furthermore the author names challenges for research. There should be more cooperation within the field of educational resea…
In a representative survey in 2012 the German edition of the Adult Education Survey (AES) collected data relating to the professional development behaviour and the structure of the professional development market in Germany. This final report analyses and comments on the collated data under the consideration of key questions: Who participates why, how often and how long in professional development and who does not? Which professional development provisions are popular? How is the target group o…
