The concept of support-networks is currently finding its way out of the theoretical discussions into practical application. This is not only due to the zeitgeist of reduced governmental investments in education policy but also because the concept of support takes into account the social embeddedness of learning costs and thus contributes to the discourse of the „learning society“. Networks are propagated as an alternative to either the state or the market, on the other hand they are likely to c…
Departing from the variety of understandings of “region” both in general and in Adult Education, the author aims at a new definition of the term against the backdrop of current discussions on space. Based on a geographic approach, the author analyzes recent literature in the field of Adult Education. He identifies a shift in both politics and research. He, suggests, with Schöning, to evaluate the concept from a variety of perspectives – from the point of view of the subject, of the organiz…
Die Zukunftsfähigkeit von Bildungssystemen hängt davon ab, wie gut die Übergänge zwischen Sektoren bewältigt werden können. Für die Weiterbildung stellen sich an Übergängen vielfältige Herausforderungen. Sie kann durch Überbrückungsangebote den Transfer für Benachteiligte erleichtern, an Übergängen beratend tätig werden oder Fortbildungen für Professionelle an Übergängen konzipieren. Das Heft will klären, wie sehr das Konzept des „lebenslangen Lernens“ Durchlässigkeit hierzulande befördert und …
From the principle of the regulated occupation to the supremacy of certification: fields of conflict en route to the German qualifications framework (DQR) This article addresses the central difficulties observed in the search for consensus during the current development of a national German qualifications framework (Deutscher Qualifikationsrahmen, DQR). As well as the difficulty in blending in the German national “dual system” of vocational training with the EQF, the main difficulties identi…
Justice and the right to continuing education Education opportunities are unfairly distributed. In the area, too, of continuing education there are disadvantaged groups of persons who especially have already suffered discrimination during their initial vocational education and training. The demand for equal opportunities which dates back to Aristotle and John Rawls implies that everyone who suffers as a result of insufficient or unsatisfactory results in their initial training should have a…
