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Case-reconstructive quality circles have hardly ever been tried out in adult education. Under the direction of trainers, course teachers reflect the quality of their work in a mutual process. Their own teaching/learning situation serves as illustrative material. It is self-evident that this method relies on mutuality and must be voluntary. The method, which is explained with the aid of a practice example from the KVHS Northeim, has its origins in health care.
279 participants in a survey on elearning applications for foreign language learning in Volkshochschulen (German adult education schools) had little prior knowledge. While they do indeed have interest in such applications, they still keep to formats known from their previous learning experience. The participants in the survey estimate the potential of e-learning applications for foreign language learning as positive, but only in combination with traditional non-virtual classes. The…
Common staff qualification concepts hardly ever pay attention to the needs of disabled people. Qualification measures for sensorically handicapped employees must, however, yield a surplus. Above and beyond the teaching of professional know-how, problems have to be addressed which derive from the handicap and affect day-to-day work. The article gives information about a further education concept for people with hearing disabilities and about the chances and difficulties in its implementation.
The increasing functional illiteratism among young adults is the background for the project „Gilgamesch“ – a cooperation of the university and the adult education centre in Munich. The learners are organized in small groups, the emphasis of the courses is on verbal improvement, cognitive ordering and handling of knowledge and on the development of individual strategies to overcome writing problems. The project’s theoretical and practical results will be transmitted to various institutions deali…
The article discusses the chances of using a gerontological data base (Interdisciplinary Longitudinal Study of Adulthood, German Acronym: ILSE) for analyses in educational biography research: Learning to age tends to be the central category of this analyses. The article comments on the current debate of aging and education and expounds the problems of politically driven activation of elders and the programmatic turn in the discussion. In a second step the article elaborates on what terms it is …
This article addresses learning, educational and activity-related prospects upon entering into retirement age and the search for meaning in one's career associated with this. The topic is explored at various levels: first of all autobiographically taking the example of a new, self-employed orientation. At the second level, the case example can be interpreted as part of a societal trend towards activities crossing the age border. Finally prospects for the topic in the context of adult education …
As empirical studies have shown, the Germans’ knowledge of financial affairs is rather poor. Basic knowledge on banking and insurance is often absent, even though it is essential in times when provision for a safe future increasingly becomes everyone’s personal responsibility. Even if relevant content were taught at schools comprehensively and from this moment on, today’s adults would still remain ignorant. Therefore, a tremendous task lies ahead for adult education to provide relevant knowledg…
The EQUAL development cooperation project »Virtual Centre of European Education« is an example of how on the part of the European Union discrimination on the labour market is to be combated. In the article six subprojects of the cooperation are evaluated as to whether they correspond to European directives for the promotion of employment. The examined qualification measures implement standards like empowerment, equal opportunities, abatement of xenophobia as well as the use of information and c…
Sind Future Skills der Schlüssel für die Zukunft? Die Autorin erläutert die Tradition zukunftsorientierter Kompetenzen und vergleicht unterschiedliche Future-Skills-Modelle. Sie zeigt Gemeinsamkeiten und Unterschiede auf und gibt Impulse, wie Erwachsenenbildung mit diesen Modellen Zukunft aktiv gestalten kann.
Die Frage des Nachweises informell und non-formal erworbener Kompetenzen wird gerade auch im Zuge des Fachkräftemangels diskutiert. Die Autorin zeichnet nach, welche Möglichkeiten digitale Entwicklungen wie Micro-Credentials, Open Badges und Data-Wallets bieten.
