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The author has collected self-reports of functional illiterates and questioned them on their “joy potential“. Three qualitatively set up analyses of the 1990s serve as sources. The contribution shows that the participation in literacy courses can cause a significant increase of self-confidence by overcoming experiences of deficit. The experience of attention and support is seen as encouraging and it contributes considerably to take over responsibility for one’s own life.
Handeln und Forschen werden oftmals getrennt gedacht, doch sind sie in vielen Tätigkeitsfeldern der Erwachsenenbildung miteinander verbunden. Professionelles erwachsenenpädagogisches Handeln basiert nicht nur auf theoretischem Wissen, sondern erfordert auch eigene Forschungstätigkeit. In diesem Lehrbuch erläutern die Autorinnen den Zusammenhang von Handeln und Forschen. Dabei wird das Potenzial von Forschen und Forschung für die erwachsenenpädagogische Praxis wie auch für die individuelle Profe…
Based on the currently observable »generation change« in organizations of adult and continuing education, the text deals with conflicts between different generations and age groups, which may arise from this special situation of transition. Different forms of conflicts and tensions are outlined with regard to selected findings from studies of business and adult educational research on organizations. Above all organizations of adult and continuing education are confronted with the dilemma of con…
Dealing professionally with negative emotions Tolerance of frustration and ambiguity as a key competence of providers of continuing education Dealing with disruptions is a key challenge in educational activities. This article uses abusive, insulting or fault-finding statements by participants to analyse professional ways of dealing with negative emotions. Tolerance of frustration and ambiguity are developed theoretically, understood as an element of a broad “feelings-management” and propa…
In-company further education causes direct and indirect costs that can be divided up between employers and employees in different ways. The article provides an overview of a number of financing models of in-company further education, presenting empirical results of various surveys conducted in enterprises. Not only range of and participation in further education is dealt with, but also the height and composition of further education costs, the timing of qualifying measures, employees’ paying a …
