Das Lehrbuch stellt das Lehren und Lernen Erwachsener ins Zentrum der Erwachsenen- und Weiterbildung, das als ein Mehrebenensystem betrachtet wird. Unterschieden werden die Ebene der bildungspolitischen Steuerung, die Ebene der Organisationen, in denen Aufgaben der Leitung, des Managements und der Programm- und Angebotsentwicklung verortet sind, sowie die Ebene der Lehr-, Lern- und Beratungsprozesse. Die Wirkungen der Erwachsenenbildung werden als Ergebnis einer Ko-Konstruktion der Handlungen v…
The present discourse in further education is recurringly concerned with cultures, systems and networks. Karin Dollhausen aims at furthering this discussion by drawing a neat line of definition between these crucial terms under the aspect of the sociology of organisations. She goes on to explain what each of the terms does or should mean for public institutions of further education: »culture« – seen as the system of relationships within an organisation – sharpens the view of internal communicat…
The article focuses on the approach of the VHS Osterholz-Scharmbeck to enhance inclusion in adult education centres with quality management. For this purpose, further needs and requirements must be determined, didactics and methodology developed, and customer communication adapted.
Ahnen Building bridges, supported by further education and continuing education Transitions between education areas from an education political view The contribution analyses from an education political view how the mastery of transitions between education areas can be guided. Hereunto the author, minister of education of the state Rhineland-Palatinate, reminds of measures which were decided on in the course of this state’s presidency of the German Federal Conference of the ministers of edu…
In this article the theory and practice of adult education are described as a system which sustains itself using certain rules of play. The author starts out with an introduction to the term »play/game« placing particular emphasis on the fact that this game sets off further acts of communication: further moves are made. Next, four dimensions are identified in which ways of playing games can be observed: the personal, the social, the organisational and the community dimension. Adult education is…
People constitute learning places themselves when a relational room perspective is the starting point of their action. Room in the learning place company can be relationally structured by further education processes. Spacings, syntheses and the consequently following dynamisation of learning places open up possibilities which contribute to a reinforced exchange of experiences. Participants of further education positively evaluate this exchange of experiences because it takes place near the wor…
Scientific Training and Further Education on Career Guidance in International Comparison Most international experts insist that neutral and efficient career guidance can only be guaranteed by a very high professional proficiency of the counsellors. In recent years qualification offers for trainers have huge differences in both quality and contents of training. The contribution illustrates, on the basis of international studies, the efforts to establish European standards of qualifications fo…
During the last two decades widening adult participation in higher education has become a central issue in international and especially European lifelong learning policy debates. At European level this is reflected in the Europe 2020 strategy set out by the European Commission. One headline target is to boost the share of the population aged 30–34 that has completed tertiary or equivalent education to 40 per cent by 2020. In the face of general trends such as the intensive use of ICT, the evolu…
