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In Germany numerous instruments exist for the documentation of individual activities of lifelong learning in formal, non-formal and informal educational contexts. Under the heading of »education passport« alone there are 48 different activities. A systematical and comprehensive approach to the recording, documentation and evaluation of knowledge, skills and competences is lacking up to now. The authors of the DIE project BIBER plumb the chances for a convergence process, which however faces pro…
Quality in further education is not supposed first and foremost to serve the educational organisation itself (the „within“), but the learners (the organisation’s „without”). The “without” should therefore have a substantial say when quality measures are developed and evaluated. Dr. Ch. Ehses and Prof. Dr. R. Zech of the “ArtSet Institut für kritische Sozialforschung und Bildungsarbeit e.V.” explain why the external view-point – the learners’ perspective – is essential, how it can work and what …
The article systematizes perspectives for the development of supply structures for people with a migrant background, especially for refugees. For this purpose, the article defines an integration concept that focuses various educationally relevant levels and dimensions, which are entangled with a perspective of the intercultural and transcultural adult and further education. Based on the results from various program analyzes studies and ongoing research projects, it furthermore reflects, how the…
Knowledge and experience can be understood as pivotal didactic variables not only in age-based learning environments but also in intergenerational learning cultures. This article focuses these two concepts and analyses them with regard to their function and relevance in intergenerational learning cultures. The theoretical and empirical findings of a triangulative study will support the argument. By presenting a theoretical and practical dichotomy concerning the use of knowledge and experience i…
Networks of citizens’ commitment – On the role of adult education within the scope of the network work with the older Introduced are the partial results of a research project in North-Rhine-Westphalia, in which networks of citizens’ commitment in Düsseldorf in the area of work with older people have been evaluated. At the beginning of the contribution the term of network is explained, then the personal pre-requisites for citizens’ commitment are sketched and concluding the model of self-orga…
Modern society has widely been characterized as an information society, in that the possession of information (or rather knowledge) is seen as the predominant factor for success. But information is volatile: the need to replace or update obsolete information becomes ever more pressing, as technological and scientific development moves on. This, however, happens in the context of a compartmentalization of society into a sector of successful, flexible individuals on the one hand and a sector of t…
Care of the elderly in Germany can nowadays be guaranteed only thanks to the immigration of foreign domestic help and of foreign staff who do, however, not conform to the German job description of „Altenpfleger/in“ (specialist for old persons’ care). This tends to endanger high-quality standards in care. Further education courses directed towards an intercultural opening of old persons’ care could show a way from this dilemma: a team that consists of people from different origins can, with appr…
So far in the field of continuing education research the management concept is and has been primarily focused. Therefore the research is still centred on directing structures and objective processes. Thus, this article concentrates on leadership, i.?e. the superior’s intended influence on the coordination of organisation members. Based on a contrastive case comparison, it analyses the enhancement of hierarchical and non-hierarchical forms of action coordination triggered by the superior’s leade…
The report covers approaches for research and modeling an orientation to social spaces of educational facilities in synergy with real-world oriented search for education. According to the author, it is based on four central categories: living environments, educational spaces, thematic portals and learning cultures. The analyses of educational participation in social spaces from a meso and macro didactical perspective, based on educational theories, can support the identification of educational …
