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We explore how adult education can be made inclusive, digital and effective.
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The aim of the paper is to give an overview of key issues involved in recognising non-formal and informal learning, ranging from the legitimacy of the learning activities in terms of the outcomes to be recognised, through the cost of the necessary assessment, and essential elements such as quality assurance, the standards used, the potential benefits and the real obstacles. The findings summarised here are based on a report that describes and analyses practices in the 22 countries that particip…
Die Thesen zu zukunftsweisenden Fragen des Sprachlernens sind das Ergebnis eines einjährigen Diskussionsprozesses von Vertretern aus allen Bildungsbereichen anlässlich des Europäischen Jahres der Sprachen 2001. Mit ihnen wurden wichtige Ziele im Bereich des Fremdsprachenlernens von der Frühförderung bis zur Erwachsenenbildung zusammengetragen. Unter anderem geht es um die Bedeutung der Mehrsprachigkeit in Europa und die Tendenzen in der Sprachpolitik. Sie fordern, Sprachenlernen als wesentliche…
The question how to improve the short-term as well as the long-term success of continuing vocational education and training (CVET) is of great importance for companies. Currently, however, evaluations in practice are still often only of a summative nature. Based on a practically applicable model and empirical data from participants in a wide range of CVET courses (N?=?477), this paper presents various factors organisations can use to affect the subjective success of CVET, both in the “learning …
This study starts from a dilemma which has been observed in adult basic education. On the one hand the use of assessments is regarded as supportive in order to determine in detail the learning needs of adults. On the other hand it is to be expected that persons with experiences of performing inadequately show justified anxieties or resistances in connection with test situations. I have chosen a research approach, which follows Holzkamp’s concept of a subject-scientific learning theory (1995), b…
This paper deals with a new approach in the promotion of literacy, which focuses on social integration. This approach has been inspired by a concept of adult education aiming at integration and by social work oriented to the life world of the addressees. These concepts are being adapted to the work with functionally illiterate persons. The approach discussed here includes different forms of action promoting literacy: both learning and consulting, and also institutional cooperation in networks. …
The notion of lifelong learning is reshaping the structural principle according to which learning is organised in the time structures of society. Long periods of time spent in schools are becoming more flexible, with shorter sections of ordered learning times being distributed throughout people’s lives and more flexible transitions taking place between work and learning. The three-phase scheme for working life – training, work and retirement – is becoming more flexible. The LLL concept can be s…
Quo vadis graduate? First assessment of the BA/MA study location Bochum The contribution looks through experiences in relation to graduates of B.A. and M.A. courses of study in educational science in Bochum. Concerning the bachelor: The graduate quota with 60 per cent is much higher than previous quotas – like in the master course of study. While approximately half of the graduates continue their study in Bochum, others enter the employment market directly. They find employment in the wider s…
It has recently become widely accepted that reluctance to learning in adults may be explained by features inherent in the (presentation of the) subject matter, which may be perceived by the learner as being unsuited to his or her needs. A successful learning environment, the argument goes, must meet certain standards: for instance, learning should be active, self-directed, situated and constructive. Reluctance to learning in explained as a negative reaction to the absence of these standards. Th…
Beim Lernen spielen emotionale Prozesse eine große Rolle. Ergebnisse einer Befragung von erwachsenen Lernenden zeigen, dass gerade kooperative Lernformen positive Emotionen wie Freude hervorrufen und Lernmotivation und Lernerfolg erhöhen, so die Autorin und der Autor.
