Gibt es ein Recht auf lebenslanges Lernen?

The article focuses on the development of the global educational discourse from a human rights perspective, particularly with regard to adult education and lifelong learning. The author discusses the historic milestones set by the UN Universal Declaration of Human Rights (1948) and the consequent understanding of learning as well as the various national implementation strategies of the right for lifelong learning.

Organisationales Lernen als Lernweg des Subjekts

The following article focuses on the debate on organizational learning from an adult-educational point of view. In most approaches to organizational learning the members of an organization are regarded as the main drivers of organizational learning processes. However, such approaches do not systematically incorporate important presumptions of learning-theory, although this promises to create a better understanding of adult-educational experiences within organizations. Hence, the article present…

Hochschulen als Lernorte für das Lebensbegleitende Lernen?

As a priority of education policy Lifelong Learning implies flexible individual learning pathways in different settings. Within the demographic change and the demand of higher skills higher education qualifications become increasingly important to reach employment, why higher education institutions need to open up against new target groups. This article focuses on further education offered by higher education institutions and intends to give a picture of the current demand and supply. Empirical…

Dreifache Selektivität durch Flexibilisierung des Lernens?

Die „Schreibwerkstatt“ als Möglichkeit des biographischen Lernens

None

Selbstlernkompetenzen als Voraussetzung des selbstgesteuerten Lernens

None

Pluralisierung und Entgrenzung des Lernens Erwachsener

None

Erwachsenenbildung und die Leitidee des lebenslangen Lernens

Lernen am Arbeitsplatz - ein "intimes" Geschehen

Learning at the workplace – an “intimate” event The author takes the example of two female employees with a background of migration to show how strongly adults’ motivation to learn and their learning decisions are influenced by personal, deeply private motivations, even when they are pushed into learning by an external influence, as is often the case in companies. The theoretical basis on which the author interprets the case examples in the light of the “intimacy of lifelong learning” is th…

Lernen vor Ort - und darüber hinaus?