Research
We explore how adult education can be made inclusive, digital and effective.
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We offer research, transfer and infrastructure for lifelong learning.
The United Kingdom and Ireland offer examples of national strategies, programmes and projects including services for promoting financial literacy. This report provides descriptions and comparative analysis of policy, practice, and access and engagement in these countries. It makes conclusions and recommendations that can inform future work in adult financial literacy in Germany.
Die Einführung gestufter Studiengänge erhitzt seit geraumer Zeit die Gemüter an den Hochschulen. Nicht alles, was dort zur Debatte steht, muss die Erwachsenenbildung interessieren. Aber wenn es um die Ausbildung ihres eigenen Nachwuchses geht, müsste sie hellhörig werden. Wofür steht der Bachelor? Wer stellt 22-jährige Hochschulabgänger ein, zu welchen Konditionen? Wird die Ausbildung europäischer? Wozu qualifizieren BA und MA wirklich? Ein Heft für Studierende und alle, denen die Zukunft der P…
To work beyond the age of 65 is a process that will soon become an economic and social necessity in Europe. A growing group of persons already work beyond the legal retirement age in Germany and Europe. Therefore, it is interesting to look at the characteristics and motivation of this group. Investigating four case studies from persons working beyond the legal retirement age in Germany, the following findings were made. Most commonly known reasons and factors for longer working have been confir…
The article presents a number of photographs of the Franz Pöggeler estate, which is preserved in the archive of the German Institute of Adult Education. The historic pictures vary between ecclesiastic-monumental architectural photography and simple snap shots and illustrate the differences of learning and teaching arrangements in the history of adult education centres. Even though the author regards the photographs as evidence of a mentality-historically obsolete period, they still indicate the…
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…
Ein einheitliches Recht des lebenslangen Lernens gibt es nicht. Aber eine Vielzahl von bildungsbereichspezifischen Rechts- und Verwaltungsvorschriften, von denen einige die Weiterbildung betreffen. Das Heft trägt die neueren Entwicklungen auf Landes-, Bundes- und europäischer Ebene zusammen und bettet die Erkenntnisse zum Recht ein in eine Diskussion um öffentliche und private Pflichten für das lebenslange Lernen.
