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Between prestigious office and everyday support. Voluntary commitment in continuing education When people engage in voluntary work in the field of continuing education on behalf of an institution, this is often because organisations believe they can obtain social capital in this manner. These persons then operate as organisers or in development associations. The focus of the author, however, is on those people who voluntarily provide support but often remain invisible – referred to in the li…
This article presents the results of an empirical research project in which participants in continuing education and employees were surveyed about their learning times. The survey indicated that (1) continuing education is co-financed on a large scale through the devotion of private time. (2) Individuals show flexibility and commitment in creating their own learning and continuing education times. (3) Times can no longer be clearly assigned to “learning” and “working” even from a subjective poi…
Data on adult education centres kept since 1962 shows interesting longitudinal historical results regarding time structures for adult education classes offered at adult education centres: (1) The increase in continuing education activities which can be observed on the whole is only accounted for by course-type classes, not by individual classes. (2) The average course time has decreased by about 20 percent over the last 20 years. (3) With respect to forms of time organisation, the evening cours…
This article explains what paths adults can opt for in order to acquire a reflexive understanding of time while not being content with a purely goal-oriented, “maximising” improvement in time management. Ms. Hribernik adopts Holzkamp’s approach to first of all describe what such “learning to understand time“ needs to involve before then identifying learning possibilities from an Austrian perspective – possibilities which she sees above all in books, but also in lecture events and the activities…
Experience cannot be synthesised – it needs time. This aspect moves to the centre of attention when educational training time is not examined from the perspective of its exploitation, but rather in terms of its enablement. This article conceives of adults’ educational time as a qualitative factor whose content requires structuring. The structure of educational training time is at the same time viewed as a deceleration factor. Deceleration is not understood here to mean passive non-activity, but…
Education and occupation The categories of occupation and education were considered to constitute a contradiction in classic educational theory. A paradigm change is taking place through current societal modernisation processes: occupation and education are especially characterised by mutual interaction. This issue of the REPORT examines the tension-fraught relationship between occupation and education in articles offering theoretical and empirical insight, focusing on four focal points: the …
