Research
We explore how adult education can be made inclusive, digital and effective.
Services
Digital tools, specialist portals and data – for teachers, researchers, students and interested parties.
Institute
We offer research, transfer and infrastructure for lifelong learning.
Tendencies towards individualization have led to a pluralization of situations, phases and styles of living. Disengagement with reference to course participants manifests itself in the diversification of the group of course participants as far as their life situation (vertical disengagement), life phase (temporal disengagement) and style of living (horizontal disengagement) are concerned. The concept of social milieus as an integrative approach can represent tendencies of liberation and can a…
Als Sonderbeilage zum Report veröffentlicht das Deutsche Institut für Erwachsenenbildung hier die zusammenfassend ausgewertete Erhebung von grundständigen Studiengängen zur Erwachsenenbildung und Weiterbildung sowie weiterführenden Studienangeboten für professionelle Lernvermittler an Hochschulen in Deutschland. Autoren dieser Zusammenfassung sind Peter Faulstich und Gernot Graeßner, einer der früheren Vorsitzenden des Arbeitskreises Universitäre Erwachsenenbildung (AUE). Beide haben auch die l…
Während die Autoren die Frage nach der Differenzierung von Weiterbildungsinstitutionen und Weiterbildungsinteressen nachgehen, versuchen sie gleichzeitig sich einer neuen Definition von Erwachsenenbildung zu nähern.
Little is known about the qualifications of trainers in further vocational education. Some hold a degree in educational sciences. At the same time prospective trainers seem to be part of the target group of programs that specialize in adult education. The study focuses on which contents are intended in these programs and whether they could qualify for a later occupational activity as a training professional. For this purpose the course descriptions of 32 programs were analyzed and 10 responsibl…
For various reasons adult participation in lifelong learning does not measure up to expectations tied to the agenda of lifelong learning. The article suggests that adults relate learning activities to their conceptions of life stages. Therefore, participation in institutionalized continuing education must rather be linked to life-stage-dependant decisions based on sociocultural patterns than to the acceptance of lifelong learning in general. Specifically in the stage of professional life, these…
During the last decade, the configuration of international-comparative research in adult and continuing education has been interwoven with influences of stakeholders of (inter-)national educational policies and their agendas. This paper works with a broad understanding of international-comparative research in adult and continuing education. This understanding includes the interpretation of similarities and differences as well as studies which focus on the cultural interrelationship networks of …
