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Educational institutes have always been seen as needing to cooperate: this idea first took shape in education acts and is now increasingly being applied to lifelong learning. In practice, however, there are many arguments against cooperation at institutes of continuing education, not least as it can create unwanted situations of rivalry among the cooperating institutes. To develop models which will help guide schools on issues of cooperation better, further research is required: What advantage…
This article proposes two interpretational approaches which sociological transformation research offers to reflect on east German transformation processes after reunification. (1) Taking the concept of transformation as modernisation catching up, a picture is painted of a society going through inevitable modernisation processes with a time delay. (2) From the theoretical perspective of contextualisation, transformation is seen as an objectless, complex, conflict-prone process during which easte…
PISA for adults? Remarks about the consequences of PISA for adult education The PISA results shown by the OECD for the school area also have consequences for adult education. For the development of adult education itself but also for a holistic concept of lifelong learning it will be of importance to be able to refer to specific international comparative results. The contribution describes measures of policies of adult education that were initiated following the PISA results and it scetches…
At the present time those people are retiring who became the managers of adult evening classes institions during the education campaign around 1970. The author approaches the future alteration of generations in the top management positions by a comparison of the general conditions. These were better around twenty years ago: larger scopes for development, established role as a hub of culture and educational politics. Today the permanently solidifying work is distinct of innovation requirements a…
In the jargon of the product generations the characteristics of “new” and “old” organizations are identified. In this way the alteration of generations in the organisation of adult education institutions are described. The alteration of generations is performed on three levels, at the organisational comprehension (service provider instead of administrator of offers), at the inner structures (internal flexible making) as well as at changes that overlap institutions in coherence with lifelong lea…
