This article addresses teaching and learning of movements, in particular by exploring the following points: »orientation towards sense and meaning«, »making differences possible«, »orientation towards effect«, »forming notions of movement«, »making experiences possible«, »situational setting« and »learning through movement tasks«. In sum, overarching principles are deduced for a didactically oriented movement theory which is equally instructive for scholars as well as persons working in the fie…
In the future it should be possible for educationally qualified applicants to be able to attend a university without university-entrance certificates acquired in a secondary school. This is meant to help ease the looming shortage of skilled labour in Germany. Facilities in the area of adult education are also to help facilitate the transition to a school of higher learning. The authors of this article report on a promising approach along these lines – the Lower Saxony model project »Open Univer…
This article, which emanates from the KLASSIC project funded by the Federal German Ministry for Education and Research, explores whether the conveyance of metacognitive techniques effectively boost confidence in one’s own learning effort, thus helping escape the vicious cycle of expectations of failure and failure itself (in this case: older adults in everyday settings void of problems). The empirical study shows that tools such as self-surveys, paired problem-solving, learning diaries or portf…
A sectoral educational training framework for continuing education can become a uniform reference point for continuing education. Projects such as Flexi-Path, QF2TEACH or the study »Key competences for adult learning professionals« fit together like pieces of a puzzle to form a larger strategy. The authors view the advantages of a sectoral educational training framework to be found in the fact that an SCEF-CE is closer to the continuing education system than general educational training framewo…
Educational training frameworks constitute an intervention in the context of strategies of the European Space for Lifelong Learning. It poses critical questions regarding the consistency of initiatives seeking to create transparency of activities, skills and qualifications in different fields of policy independently of one another.
