Veramejchyk, Galina; Deutsches Institut für Erwachsenenbildung
Adult and continuing education in Belarus

, wbv , 2017 , 67 Seiten
Weißrussland, Erwachsenenbildung, Weiterbildung, Bildungsförderung, Weiterbildungseinrichtung, Weiterbildungsfinanzierung, Weiterbildner, Professionalität, Hochschule, Weiterbildungsforschung The international arena of lifelong learning offers rich country-specific portfolios of historical trajectories, policy frameworks and practical evidence of adult and continuing education. This book provides an introduction to the case of Belarus and outlines the key features of its system alongside issues such as political and legal agendas, schemes of participation, provision and financing or trends in professionalization, research areas and transnational linkages. Through the lens of adult and continuing education, the author invites researchers, practitioners, students and persons interested in international-comparative perspectives to a tour d’horizon of the Belarusian lifelong learning landscape. (Verlag)


Williams, Val
Being a rearcher with intellectual disabilities [Elektronische Ressource]

the hallmarks of inclusive research in action

Bad Heilbrunn
, Klinkhardt , 2016 , 15 Seiten
Großbritannien, Inklusion , Inklusive Pädagogik, Lernstörung, Behinderter, Studie, Zwischenmenschliche Beziehung, Interaktion The current chapter stems principally from work done at Norah Fry Research Centre at the University of Bristol in the UK, where inclusive research has been one of the hallmarks, and where from the outset, it has been acknowledged that there are many different models and approaches … However, all of these approaches aim … to introduce the voices of people with intellectual disabilities, as active agents in shaping their own lives and their own knowledge. This chapter therefore aims to showcase some of those voices, and to show how we can learn more about what constitutes inclusive research by analysing the fine detail of the interactions that take place during the conduct of research studies. … [The author] will focus here on a couple of points only. First … [he has] come to the conclusion that this link between the personal and political is one of the hallmarks of inclusive research ... Much depends therefore on the relationship between the disabled person and those around them, and how that plays itself out in everyday interactions. That point is also directly relevant for inclusive research contexts, and is one that [he hopes] to illustrate through data taken from two projects. The first study was carried out by and with a small group of people with ID in 1998 .... The second project … was a fully funded, national research study carried out in partnership with a self-advocacy organisation, looking at the interactions between support workers (personal assistants) and people with ID. … For the purposes of the current chapter, [the author focuses] on the study as an example of inclusive research, showing how it contrasted and added to the interactional knowledge from the earlier study in 1998. (DIPF/Orig.)


Banks, James A. [Hrsg.]
Citizenship education and global migration

implications for theory, research, and teaching

, American Educational Research Association , 2017
Zivilgesellschaft, Theorie, Forschung, Lehren, Migration, Globalisierung, Politische Bildung, Anforderung, Länderbericht This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national, and global identities. This book includes chapters that describe the problems that 18 nations around the world are experiencing trying to create and implement effective civic education programs for students from diverse racial, ethnic, cultural, and linguistic groups and case studies of effective ways that teachers and other educators are working to resolve these problems. (Verlag)


Tupan-Wenno, Mary; Camilleri, Anthony F.; Fröhlich, Melanie; King, Sadie
Effective approaches to enhancing the social dimension of higher education [Electronische Ressource]

, Knowledge Innovation Centre , 2016 , 163 Seiten
Hochschulbildung, Hochschulzulassung, Soziale Ungleichheit, Europäische Union, Europa, Chancengleichheit, Soziale Herkunft, Forschungsbericht, Forschungsprojekt Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more continues to prevail in our Higher Education systems and at the labour market. While improvement has been shown, extrapolation of the gains of the last 40 years in the field show that it could take over 100 years for disadvantaged groups to catch up with their more advantaged peers, should the current rate of improvement be maintained. Many of the traditional approaches to improving equity have also necessitated large-scale public investments, in the form of direct support to underrepresented groups. In an age of austerity, many countries in Europe are finding it necessary to revisit and scale down these policies, so as to accommodate other priorities, such as balanced budgets or dealing with an aging population. An analysis of the current situation indicates that the time is ripe for disruptive innovations to mobilise the cause forward by leaps and bounds, instead of through incrementalist approaches. Despite the list of programmes in this analysis there is very little evidence as to the causal link between programmes, methodologies for their use and increases/improvements in equity in institutions. This creates a significant information gap for institutions and public authorities seeking for indicators to allocate limited resources to equity improving initiatives, without adequate evidence of effectiveness. The IDEAS project and this publication aims at addressing and improving this information gap. (DIPF/Orig.)


Sava, Simona [Hrsg.]; Novotný, Petr [Hrsg.]
Researches in adult learning and education

the european dimension

, Firenze Univ. Press , 2016
Erwachsenenbildung, Europäische Union, Weiterbildungsforschung, Lehr-Lern-Forschung, Erwachsener, Professionalität, Weiterbildner, Aufsatzsammlung