Schäffter, Ortfried: Innovation consultancy in the pedagogy of adult education Institutionalisation of innovation in the organisations of extended vocational training Firstly the contribution shows to which extent an organisational theory on the pedagogy of adult education offers explanatory possiblities for an ongoing innovative structural change. Then the implicit aspect of innovation in concepts of pedagogical organisational is being expatiated and conceptually differentiated. The diffe…
Die Ergebnisse einer internationalen Befragung zeigen auf, dass die Nutzung von KI im Bildungswesen auch unter Lehrenden weit verbreitet ist. Zugleich melden viele Lehrende Weiterbildungsbedarfe an. Was resultiert aus diesen Ergebnissen? Die Autorinnen zeigen Kernergebnisse der Studie auf und stellen anschließend die Empfehlungen der Taskforce »KI im Bildungswesen« dar.
Anerkennung und Validierung von bestehenden Kompetenzen sowie die Qualifizierung und Weiterentwicklung von berufsrelevanten Fähigkeiten und Fertigkeiten sind bei der Bewältigung des Fachkräftemangels von großer Bedeutung. Die Autorin lotet die zentrale Stellung von Weiterbildungen aus und betont, dass die effektive Verzahnung von Beratungs-, Anerkennungs- und Validierungsinfrastrukturen ein wichtiges Mittel in der Fachkräftegewinnung und -sicherung ist.
The question how to improve the short-term as well as the long-term success of continuing vocational education and training (CVET) is of great importance for companies. Currently, however, evaluations in practice are still often only of a summative nature. Based on a practically applicable model and empirical data from participants in a wide range of CVET courses (N?=?477), this paper presents various factors organisations can use to affect the subjective success of CVET, both in the “learning …
In Germany, participation in continuing education has been on a respectable level since 2012. In 2016, 50 per cent of all adults were active in continuing education and training. Based on these findings, the Adult Education Survey (AES) 2016 provides numerous detailed results, which are presented in the final evaluation report. The authors of this report analyse and comment the representative data with regard to key issues, such as: Who are the participants of continuing education and for what …
The study text provides an introduction to the topic migration and further education with particular attention to the different educational needs of adults with a migrant background. As a starting point, central terms and events in the history of migration in Germany are discussed. Against this background, the current challenges for further education due to migration-related diversity are highlighted. Moreover, the training situation and participation of adults with a migrant background is disc…
Continuing Education for the teaching Staff in adult Education in Europe – Situation, Strategies, Systems This article reviews the results of the efforts for establishing a frame for the measuring of competencies and skills for the teaching staff in adult education which has been implemented on the European level (EQF). It is shown that, due to the situation in various European countries, a rather open understanding of the term “adult education” is in use, including vocational training and n…
The notion of lifelong learning is reshaping the structural principle according to which learning is organised in the time structures of society. Long periods of time spent in schools are becoming more flexible, with shorter sections of ordered learning times being distributed throughout people’s lives and more flexible transitions taking place between work and learning. The three-phase scheme for working life – training, work and retirement – is becoming more flexible. The LLL concept can be s…
Exclusion by precarious inclusion and the “new spirit” of adult education “The social question in Europe has a new name: Exclusion” (Kronauer 2002, p. 9). A growing number of groups of the society are in danger of being excluded from the support of the society: the shield against social risks, in the first place unemployment, illness and poverty is increasingly becoming weaker; compensation benefits against a missing justice and selectivity such as for example adult education training opport…
Challenges of the Bologna process. New graduations (B.A./M.A.) and the traditional university The contribution enquires for the relation between new B.A./M.A. graduations and the system of traditional universities, which in Germany is closely connected with the name Wilhelm von Humboldt. Because the university has always been having an education function, today’s reform could by all means be legitimised by the classic idea of university. After a brief outline of the Bologna process and under c…
