Continuing education and justice The question as to the connection between education and justice has always been important, even before education was established as a functioning sub-system of society. This applies in a similar manner to the sub-field of “continuing education”. The REPORT examines different approaches to the difficult topic of justice and the required linkage between a discussion based on standards and norms and empirical data (which is too unreliable). The articles especially…
The article discusses the chances of using a gerontological data base (Interdisciplinary Longitudinal Study of Adulthood, German Acronym: ILSE) for analyses in educational biography research: Learning to age tends to be the central category of this analyses. The article comments on the current debate of aging and education and expounds the problems of politically driven activation of elders and the programmatic turn in the discussion. In a second step the article elaborates on what terms it is …
In today’s societies literacy is regarded as the prerequisite for participating in the professional and private spheres of everyday life. It is regarded as a human right, a tool for personal empowerment and a tool to influence the behaviour of individuals, families and communities. Despite the international consensus that literacy skills determine opportunities and provide access to today’s information-based societies, many adults in both industrialized and developing countries find themselves …
Implementing network type structures has become a widely appreciated strategy to promote actor-relationships in the field of adult and community education and to coordinate them purposefully. However, there is still a lack of knowledge on how a “successful” coordination of actor-relationships can be practically achieved. This paper offers some clues to answering the question by outlining basic characteristics of social networks and then giving reference to a recent case study from Germany.
