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We explore how adult education can be made inclusive, digital and effective.
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Looking at persons and at those active in organisations has forever been in the focus of psychological research on organisations. Monika Kil draws attention to the fact that pedagogical psychology, cognitive psychology and social psychology can also contribute towards a structuring of further education institutions that is conducive to learning. Developing a »learning culture « is one aspect of this. A review of further developments and findings opens up new dimensions for a discourse on organi…
Was motiviert Erwachsene zu lernen? Sind alle Menschen, die an Weiterbildung teilnehmen, lernmotiviert? Und umgekehrt: Sind diejenigen, die nicht teilnehmen automatisch nicht lernmotiviert? Horst Siebert befasst sich in diesem Studientext mit zwei zentralen Themen der Weiterbildung und zeigt auf, dass das Verhältnis von Lernmotivation und Bildungsbeteiligung äußerst komplex ist. Auf der Grundlage von umfangreichen statistischen Materialien vermittelt er zunächst einen Überblick über die Datenl…
The article systematizes perspectives for the development of supply structures for people with a migrant background, especially for refugees. For this purpose, the article defines an integration concept that focuses various educationally relevant levels and dimensions, which are entangled with a perspective of the intercultural and transcultural adult and further education. Based on the results from various program analyzes studies and ongoing research projects, it furthermore reflects, how the…
Departing from the variety of understandings of “region” both in general and in Adult Education, the author aims at a new definition of the term against the backdrop of current discussions on space. Based on a geographic approach, the author analyzes recent literature in the field of Adult Education. He identifies a shift in both politics and research. He, suggests, with Schöning, to evaluate the concept from a variety of perspectives – from the point of view of the subject, of the organiz…
This paper arguments that if competency assessment is to make any contribution as a potentially “liberating” curriculum strategy for struggles of community development and self-determination then it needs to contest the authoritarianism of the national qualification frameworks that have been established in Australia and New Zealand. This article critiques research and policy efforts, in particular for indigenous learners which seek to merely make authoritarian curriculum and assessment structur…
The report covers approaches for research and modeling an orientation to social spaces of educational facilities in synergy with real-world oriented search for education. According to the author, it is based on four central categories: living environments, educational spaces, thematic portals and learning cultures. The analyses of educational participation in social spaces from a meso and macro didactical perspective, based on educational theories, can support the identification of educational …
Contemporary discourses in the context of educational governance mostly ignore the field of adult education. Discussions focus on global or national level, the significance of municipalities in managing education systems is widely overseen. This paper picks up the concept of governance to identify the structure and processes of managing adult education on municipality level. On the basis of two model examples the practical implementation of adult education governance will be illustrated, which …
Competence Assessment in Working with the Disabled. Experiences Gathered in Franz Sales House in Essen The report focuses on the challenges of implementing a system for competence assessment in the Franz Sales House in Essen – a social institution for the disabled. The authors point out methods for the competence assessment of employees in a social institution to adjust them to future requirements and use them as a base for an effective management of educational processes. Experiences gathered…
Lerntheorien sind eine wichtige Grundlage für alle, die sich professionell mit Lehren auseinandersetzen. In jüngerer Vergangenheit entstanden viele Theorien, die über den Behaviorismus und Kognitivismus hinausweisen und Lernen als menschliche Aktivität in einem sozialen Zusammenhang begreifen. Dadurch eröffnen sich lerntheoretische Bezüge zu Interessen, Gemeinschaften, Gefühlen, Arbeitsplätzen u.a. Auch wird die Vorstellung überwunden, Lernen sei primär für Kinder und Jugendliche bedeutsam. So …
