Das Konzept des Dialogic Learning/The Concept of Dialogic Learning

In today’s societies literacy is regarded as the prerequisite for participating in the professional and private spheres of everyday life. It is regarded as a human right, a tool for personal empowerment and a tool to influence the behaviour of individuals, families and communities. Despite the international consensus that literacy skills determine opportunities and provide access to today’s information-based societies, many adults in both industrialized and developing countries find themselves …

Gravani, Maria N.; Zarifis, George K.(Hg.): Challenging the ‘European Area of Lifelong Learning’. 2014

[Alheit, Peter; Kammeler, Eva (Hrsg.): Lifelong learning and it´s impact on social and regional development. 1998]

Adults Learning – Regularly Collected Data by Statistical Offices on a National Level

Going on from the report year 1 (http://www.die-bonn.de/esprid/dokumente/doc-2000/gnahs00_01.pdf) which offered a compilation of data accessible in internet, a discussion of case studies Finland and Switzerland and a suggestion of a ‘minimal’ data collection plan, in the report year 2 an overview of official (governmental) and institutional (providers) surveys on adult education is given. The design of a survey on experts from the national statistical offices is explained and the unexpected sma…

Lifelong Learning: Perceptions Collected through the “Age-friendly Cities” Method in the Neighborhood of Mooca, São Paulo (Brazil)

In 2015, a report led by the mentors of the World Health Organization Age-friendly cities program, proposed a review of the concept of active aging, including, alongside the three pillars (health, security and participation), lifelong learning, both as formal education (access to grade and diplomas), and in their informal dimension (when learning take places in daily life or in leisure activities). This study aims to analyze if the question of lifelong learning was raised and what the salient t…

Lebenslanges Lernen - selbstorganisiert?

Das europäische Parlament und der Rat der Europäischen Union haben 1996 zum "Jahr des lebenslangen Lernens" erklärt. Der Begriff ist keineswegs neu - bereits in den 60er Jahren war von "lebenslangem Lernen", "lifelong education", "éducation permanente" die Rede. Gibt es 1997 also neue Argumente, Konzepte und Perspektiven? Diese Frage soll aus unterschiedlicher Sicht im ersten Teil des vorliegenden REPORT erörtert werden. Noch ein zweiter Begriff hat Hochkonjunktur und wird häufig im Zusammenhan…

Blended Learning - ein Weg zur Integration von E-Learning und Präsenzlernen

Die Chancen und Möglichkeiten, die in einer didaktisch und inhaltlich gut begründeten Kombination von E-Learning und Präsenzlernen (blended learning) bestehen, werden anhand der Ergebnisse einer Teilnehmerbefragung zum Projekt ENTER vorgestellt. Zum Schluss werden Anregungen für Blended-Learning-Arrangements.

Selective participation in adult education and training: Different data sources, different stories?

Ausgewählte Ergebnisse der wissenschaftlichen Begleitung des Programms „Lernende Regionen – Förderung von Netzwerken“

Lebenslange Lerner

The following article focuses the neglected relation between identity and learning by reconstructing foreign language learning efforts by adults. In spite of educational policy’s proclamation of (continuous) lifelong learning, real learning processes are characterised by various discontinuities. Adults deal with these discontinuities by perceiving, describing and structuring them dependent on their self-images as learners. Interpretations of interviews with adult language learners supply eviden…