Both, the women's movement around 1900 as well as the feminist awakening since the late 1960s were closely connected to educational issues. This article highlights the similarities and differences of both movements with regard to education. According to the author, education is a political issue for both movements. She identifies educational processes in feminist contexts as »specific borderline experiences« with still ongoing disputes.
Based on several contemporary international impulses on national educational policy, the article discusses the interaction of management and educational research, particularly indicator-aided educational reporting. First, the author scans the relevance and weaknesses of international interventions. In the light of national self-determination of educational issues, he stresses the significance of national educational reporting as well as the consideration of federal structure and regional levels…
Die Dokumentation beinhaltet Zusammenfassungen der Beiträge und Diskussionen der Veranstaltung „Mehr Vergleichbarkeit in der institutionellen Weiterbildungsstatistik“ des Deutschen Instituts für Erwachsenenbildung (DIE) im April 2008. Eingeladen waren v. a. Vertreter/innen der Länder und der Weiterbildungspraxis, um Bedingungen und Ansätze der Harmonisierung von Merkmalen zur Erhebung institutioneller Strukturen, der Personal- und Finanzsituation sowie der Leistungen von Weiterbildungseinrichtu…
Das Planungshandeln in der Erwachsenenbildung/Weiterbildung hat sich in den letzten Jahren stark ausdifferenziert. Planungsvorgänge bewegen sich heute in hybriden, intermediären Strukturen. Sie haben sich einerseits an Qualitätsmanagementsystemen und erweiterten Marketingkonzepten, andererseits an den Erfordernissen eines bildungsbereichsübergreifenden lebenslangen Lernens zu orientieren. Angebotsplanung verlangt also differenziertes Können und begründetes Handeln mit theoretischer und empirisc…
Die zentrale These von Rosemarie Kleins Impulsreferat im Rahmen des DIE-Forums „Die unvollendete Professionalisierung der Lehrenden in der Weiterbildung“ (Bonn, 10. bis 11. Oktober 2006) lautet: „Die Veränderungen in den Aufgaben- und Kompetenzspektren der Lehrenden in der Weiterbildung sind unterschiedlich, vielfältig und von zwei grundlegenden Tendenzen geprägt: von De-Professionalisierung und Professionalisierung.“ In ihren Ausführungen bezieht sie sich auf das Feld der beruflichen Weiter…
Which implications does the ongoing GATS negotiation round have for the educational area? Although the WTO minister conference in Hongkong in December 2005 did not result in decisions made for the services sector, it is nevertheless the positioning of the participating member states – including the EU – beforehand and in reverberation of the conference which is interesting. When the »Doha round« expires in 2007, new propositions for liberation need to be available. The author observes the negot…
In the present contribution the final report of the Expert Commission on Financing Lifelong Learning is compared to a firework: it has provoked a short-term enthusiasm and attention. What is there to do in order not to let the ideas deflagrate but conserve chances for their implementation? The author asks the actors of further education to help oneself offensively with the arguments of the report (“public interest“, “more investments necessary“, “increase sovereignty demand“) and to advertise t…
The author unmasks »education for sustainable development « as an empty phrase, which has failed as a trademark in public relations. Not even the teachers would know what exactly is concealed behind it textually. Per decree an orientational concept of politics and administration is prescribed in order to encounter practitioners with great reserve. Ultimately education for sustainable development is nothing more than plainly modern education.
