Theoretical references in professional adult education and vocational training To the extent that social sciences are dependent on the terms with which they are formulated also adult education underlies the impacts of terminological decisions, that can be encountered this way or another way. The usage of the term intervention is such a decision, it stands in the centre of this contribution. By interpreting the empirical results of research on self-learning competences as well as by theoretic…
It becomes apparent in the current critique on methods of competence diagnostics that the problem does not lie in empirical or methodical, but mainly in theoretical deficits. Psycho-dynamic explanations are missing. Moreover, competences are mainly constructed as individual traits while social dimensions are ignored. Both deficits are considerable blank spaces. This paper argues that competence cannot be the cause of performance, but only the conscious notion of how masterly ways of acting look…
The dissertation analyses the contribution of a social space research perspective to the understanding of (non-)participation of groups of less well-educated individuals in organized further education. Both, the theoretical as well as the methodological framing are defined by a social space perspective. In a substudy of the project “Learning in Social Quarters – Significance of Social Space for Further Education”, at the German Institute for Adult Education – Leibniz Center for Lifelong Learnin…
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 …
For the third time, the DIE-Trendanalyse presents structures, processes and results of adult and further education. The book is based on facts and figures from educational research and national reports on education. By gathering and presenting data from various sources, the book will provide the necessary prerequisites for decision making in politics and practice. The book allows insights in trends in areas of adult education such as supply and demand, participation, personnel and staff, and fi…
This article is based on the significance of informal forms of learning in the context of lifelong learning as well as the structural educational theory following Marotzki. The authors sum up qualitative-empirical research findings on orientational changes of travel workers – young adults – while visiting and working in foreign countries to finance their journey. On this base, structural aspects of these journeys are identified, which can create an educational space: critical experiences, autot…
Im Zusammenhang mit lebensbegleitendem Lernen geraten kooperative Bildungsarrangements, d.h. Weiterbildungsangebote, -projekte, -maßnahmen und -initiativen, die in Zusammenarbeit mit anderen Organisationen entstehen, in den Blick. Solche Arrangements werden in Deutschland von bildungspolitischer Seite gefördert. Erwartet werden Problemlösungen in pädagogischer, wirtschaftlicher und organisatorischer Hinsicht. Es ist Aufgabe der erwachsenenpädagogischen Forschung, die Rahmenbedingungen genauer z…
This book gives an overview of central aspects of Adult Education and Training in Cyprus in an attempt to sketch out the country’s profile in the field. Based on empirical findings from a current research project, Maria Gravani and Alexandra Ioannidou present a range of data and information regarding the historical development of Adult and Continuing Eeducation in the island, the adult education and training institutions, financing, provision, participation, staff and professionalism, quality a…
More popular than its reputation Learning success controls in adult education The research project called “LeKo“ of the European Federation for Catholic Adult Education (KBE), which is funded by the Federal Ministry of Education and Research has analysed how learning success controls can be included in all areas of adult education and it has analysed which attitudes participants have towards it. The first empirical results are presented here. Thereafter the pedagogical-instrumental value is …
