Abstract: The paper describes trends of convergence and divergence in enterprise-provided continuing vocational training in Europe between 1999 and 2005. Based on the survey CVTS, the indicators for courses incidence, access, intensity, direct costs and the indicator learning at the workplace will be analyzed. The paper concludes with an outlook with references to sketches of an educational theory to be written for this field of adult education.
In a representative survey in 2012 the German edition of the Adult Education Survey (AES) collected data relating to the professional development behaviour and the structure of the professional development market in Germany. This final report analyses and comments on the collated data under the consideration of key questions: Who participates why, how often and how long in professional development and who does not? Which professional development provisions are popular? How is the target group o…
Proceeding from the educational policy objective of achieving greater participation in continuing education, this article presents a set of instruments with which the learning and educational behaviour of adults can be measured statistically. Taking the example of data selected from the Continuing Education Reporting System (Berichtssystem Weiterbildung (BSW)) and the Adult Education Survey (AES), the potential for analysis and the generation of knowledge offered by statistics on continuing edu…
Adult learning professionals are understood in the context of European Policy as key factor for the quality of adult education. In this paper a transnational European study programme, the European Master in Adult Education, is focussed on as an academic contribution to the professionalization of adult learning professionals: What core themes of European Adult Education can be identified? What didactic approaches are required for a transnational curriculum? How is the labour market taken into co…
While belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending …
The “European Master in Adult Education“. Transnational courses of study as the fruit of the Bologna process Proceeding from the documents of the Bologna process, the contribution directs its gaze at the European dimension in study programmes at European universities. In the area of adult education a joint study programme of eight universities and the German Institute for Adult Education has a pioneering role. The “European Master in Adult Education“ (EMAE), developed in the context of an Era…
This contribution summarizes the most important trends in further education in Germany as they were elaborated in a secondary analytic research project of the DIE (Deutsches Institut für Erwachsenbildung – German Institute for Adult Education) in 2007. According to the study, participation in adult education in Germany is increasing after long years of decrease, even though, overall, financing of adult education has been further reduced. Cooperation as well as competition between adult educatio…
