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The article is the answer of the (female) author to three questions for the understanding, the development and the most important tasks of gender democracy now and in the future. The actual development of gender democracy as a political target is seen critically by Barbara Stiegler similar to the view of Peter Döge. But at the field of education gender democracy has to be understood as a target in general. Gender mainstreaming as an integrative educational task and issue presupposes gender …
Vor welchen Herausforderungen steht politische Bildung heute? Wie kann sie Menschen dabei unterstützen, vom politischen Objekt zum handelnden Subjekt zu werden und an gesellschaftspolitischen Debatten teilzuhaben? Diesen Fragen ging Thomas Krüger, Präsident der Bundeszentrale für politische Bildung, in seiner Keynote im Rahmen des DIE-Forums Weiterbildung »Einmischen, positionieren, verständigen. Erwachsenenbildung und Öffentlichkeit« am 12. Dezember 2017 in Siegburg nach.
Times for (re)interpretation Transitions and their adaptation from the perspective of biographical research The contribution asks for the meaning of transitions in the educational system from a perspective of pedagogical biography research. Transitions effectuate initially mainly insecurities, clearing of one’s own basis, development of new perspectives, accepting or changing of the new situation, release of energy and activities for mastery of changes. In the example of an interview passage …
Numeracy practices are always dependent on the social context in which they emerge. These contexts, however, are unstable because of a range of technological and socio-political changes. How does this instability affect people’s agency in the world? After reviewing key approaches to numeracy practices research, we distil key findings from recent numeracy studies. We introduce the concept of the numerate environment to examine the context in which opportunities, supports and demands present them…
The article analyses the linkage between the age of participants of continuing education and the function which learners appoint to their participation. Therefore, the influence of the subjective age for further education is studied. The study differentiates professional, social and personal functions of participation in continuing education. The result of a factor analysis designs subjective age into the two constructs cognitive and social-psychological subjective age. The data of two survey s…
Opening higher education for new target groups is regarded as an important political and social goal. Based on central political frameworks the following article analyses, which new target groups are addressed in higher education institutions and which specific demands they have for the organization and structuring of teaching and learning. In the focus of the analysis are studies from higher education research and instructional design. The perspectives of these two in the past almost separated…
Scientific Training and Further Education on Career Guidance in International Comparison Most international experts insist that neutral and efficient career guidance can only be guaranteed by a very high professional proficiency of the counsellors. In recent years qualification offers for trainers have huge differences in both quality and contents of training. The contribution illustrates, on the basis of international studies, the efforts to establish European standards of qualifications fo…
Wie sind Weiterbildungsinteressen und Weiterbildungsverhalten in Deutschland zu Beginn des 21. Jahrhunderts ausgeprägt? Wer nimmt an Weiterbildung teil - und warum? Wer nimmt nicht teil - und warum nicht? Was wünscht sich die Bevölkerung von den Anbietern? Diesen Fragen widmet sich der Doppelband "Weiterbildung und soziale Milieus in Deutschland" mit einem Instrumentarium, das regional, soziodemografisch und lebensstilbezogen differenziert unter Rückgriff auf das SINUS-Modell sozialer Mil…
Diese Expertise begleitet den disziplinübergreifenden Diskurs der Arbeitsgruppe „Lernforschung“, welche vom DIE 2004 einberufen wurde. Die Expertise prüft, präsentiert und reflektiert den Stand der empirischen Erforschung des Lernens in der Disziplin Erwachsenenbildung. Für den Zeitraum von 1990 bis 2004 werden in kurzen Skizzen rund 50 Studien vorgestellt, die sich auf systematisch erhobene und methodisch kontrollierte Befunde stützen. Ihre Gegenstände reichen vom Lernen in Institutionen über …
