Hattie‘s study »Visible Learning« is no reason to call for didactic changes in adult education - this is this article’s conclusion of the New Zealander’s meta-study from a continuing educational perspective. Nontheless, Hattie provides significant suggestions for the didactic debate. These suggestions include guidelines for suitable teaching activities as well as his rather provocative findings on the positive effects of actively guided lessons, which do not contradict adult educational conside…
Positive learning experiences in childhood, adolescence, as well as during employment have a favourable effect on learning in old age. From a gerontological perspective, the significance of school education and of professional qualifications attained later in life for educational behaviour in the post-employment phase can be explained with the continuity theory. To evaluate the relevance of one’s educational biography, a representative survey was conducted. 500 individuals at the age from 50 to…
Tangled up in learning stories On the basis of the film „Entre of les Murs“ of Laurent Cantet education processes are described as integral aspects of the subjective relationship to the life-world of humans. The consequences for adult education are to generate more exact and up-to-date knowledge about the achievements of the subjects, in which they transform the social requirements into their own learning projects.
The report includes a slightly revised version of a lecture held during the opening ceremony of the German Continuing Education Day in Berlin in 2012. The author focuses on the day’s central idea: surplus value of continuing education and pleads for the use of the benefit concept, which includes the individual’s perspective, as well as the concept of profit with regard to the social and organizational perspective.
The author presents examples of good practice and defines central tasks and processes of modern libraries, which are regarded as central learning spaces for adults. Using the criteria »shortage – surplus«, »consumption – co-creation« and »product – process«, the relevant social challenges for libraries and adult education are described. It becomes evident that libraries and adult education are in a period of transition, which requires suitable architectural solutions.
The authors take the model of reproduction contexts, which has been developed by Josef Schrader in order to systematize the adult education sector, as a point of departure to discuss the possibilities of its empirical transfer. Based on the re-analysis of structural data of adult education institutions the problems of transfer of a theoretically developed model are explored. They conclude by outlining impulses for further discussions.
Was bedeutet »Zukunftsfähigkeit« aus Sicht einer Organisation, die täglich mit knappen Ressourcen arbeitet und mit wechselnden Anforderungen und heterogenen Erwartungen konfrontiert ist? Philipp Marquardt nähert sich dieser Frage aus der Praxis eines Organisationsverantwortlichen. Sein Beitrag beschreibt, wie Weiterbildungseinrichtungen unter Bedingungen permanenter Unschärfe handlungsfähig bleiben – nicht trotz, sondern gerade wegen ihrer Fähigkeit zum pragmatischen Improvisieren (»Durchwurste…
Wie ist die Situation des Personals und der Personalgewinnung in der Erwachsenen- und Weiterbildung? Welche Folgen hat das sog. Herrenberg-Urteil des Bundessozialgerichts für Träger und Kurse? Hierüber sprechen wir mit Dr. Christiane Ehses, stellvertretende Direktorin und pädagogische Leiterin des Hessischen Volkshochschulverbands, Thiemo Fojkar, Vorsitzender des Vorstands des Internationalen Bunds (IB ) und Vorsitzender des Vorstands des Bundesverbands der Träger beruflicher Bildung (BBB ), un…
