Within the framework of the PISA discussion, adult education must discover the parents as an affected part of the public more than has as yet been the case. Parents need scientifically founded summary knowledge as a basis for decision-making (for example concerning the educational orientation of their children), and professional guidance in matters of the enhancement of learning capacity at an early age.
Neue wie erfahrene Lehrende in der Erwachsenenbildung stehen vor der ständigen Herausforderung, ihr Wissen über den Fremdsprachenunterricht zu aktualisieren: Wie wirken sich neuere Entwicklungen in der Linguistik oder in der Lerntheorie auf die Didaktik und Methodik des Fremdsprachenunterrichts mit Erwachsenen aus? Eine Einführung, die nicht nur zeigt, "wie" man unterrichtet, sondern die sich auch den "Warum"-Fragen widmet.
This article discusses participation of older people from five different perspectives: the perspective of images of old age, the perspective of individual potentials for change and participation, the perspective of the creation of public space, the perspective of social relationships and the perspective of structures of care. Participation is thus understood as a combination of personal, social, cultural, communal and societal factors. Education is seen as a central mechanism for building struc…
Courses of scientific continuing education are diverse and heterogeneous. This impedes their comparability and their connectivity to existing qualification frameworks. This article provides a proposal for a systemization, which has been implemented in Baden-Württemberg, and shows possible connections to the German qualification framework (DQR).
Why do senior citizens stop taking part in continuing education? The author tries to find and explain reasons, drawing on a survey regarding courses of scientific continuing education of Ulm University. One key finding is that the biggest impediments are a lack of time and other obligations.
Older people often lack the competences for the handling of digital media. This is problematic in a society which is more and more based on digital exchanges. Courses of continuing digital education for older people prove to be successful when they are embedded into their living environments. In this article, the author presents several of these educational formats.
In this article, the dialogue between young and very old people is examined structurally and with regards to contents in the context of education and learning. Topics, interpretations and motivations are the factors which decide how educational and learning processes of different generations can be shaped and understood.
