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Striking the Balance between Competences – Backgrounds, Methods, Development Necessities The term competence entered the pedagogical/educational discussions of the German Education Council in the 1970s. However, it has recently become, once again, the objective of an intensive debate. It is always about the potential of the individuals which exceeds the certified level of knowledge and skills. This article introduces and analyses three different methodological approaches to the evaluation an…
Personal and organisational educational counselling The need for support in the search for tailor-made educational programmes is growing along with the ongoing individualisation of educational pathways. Counselling of individuals and organisations is gaining importance in this context. This issue focuses both on new theories as well as educational policy developments, devoting attention to current challenges in various fields of action: the training of vocational counsellors, research of coun…
Counselling: Changes for a Sustainable Development If counselling should survive as a generally accepted human service at the beginning of the 21st century, a fundamental shift in paradigms and the therewith connected development of sustainable offers for counselling becomes necessary. Permanent co-evolution of needs from clients, economy and society calls for specific skills and knowledge for analysis and coping with multiple subjective realities, ecological contexts, non-linear causalities…
„Vom Lernen zum Lehren“? Mit diesem Titel bewusst zuspitzend weist das vorliegende Buch den Weg von einer empirisch fundierten Analyse des Lernens Erwachsener zu einem lerngerechten didaktischen Handeln in der Weiterbildung. Mit diesem „DIE spezial“ legt das Deutsche Institut für Erwachsenenbildung (DIE) eine im Feld lange ersehnte Zusammenschau interdisziplinärer Lern- und Lehrforschung vor. Das Buch geht zurück auf die Arbeit zweier internationaler Forschergruppen, die – initiiert vom DIE …
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…
Starting from constructivist, neurophysiologic and learning psychological deliberations the actual learning place should be described as the human being because only within him is where the learning takes place. Unanimously though, learning is always carried out in interaction with contextual factors. The outer environment – and therewith also local conditions – influence the processing of information. Hereunto three examples are named: (1) The Loci method links memory contents with places. (2)…
A gloss on the panel discussions as a mostly joyless part of congresses and conferences. Due to nonprofessional moderation, an oversized need for harmony and the participants’ gift for languages, the format of perception of the author releases its claims, which goes as following: To stage a »fascinating« dialogue, bringing opponents together, making differences transparent or bringing about consensus
Etymologically contemplated, »validation« labels a process though which an object is awarded sturdiness or worthiness. In the educational area the word - under consideration listed in the series »glossary« here – aims at the process of acknowledgement and on making use of informally acquired competencies. The term »validation« is therewith the counterpart in the area of informal learning for »certification« in contexts of formal education.
