At the present time those people are retiring who became the managers of adult evening classes institions during the education campaign around 1970. The author approaches the future alteration of generations in the top management positions by a comparison of the general conditions. These were better around twenty years ago: larger scopes for development, established role as a hub of culture and educational politics. Today the permanently solidifying work is distinct of innovation requirements a…
In the jargon of the product generations the characteristics of “new” and “old” organizations are identified. In this way the alteration of generations in the organisation of adult education institutions are described. The alteration of generations is performed on three levels, at the organisational comprehension (service provider instead of administrator of offers), at the inner structures (internal flexible making) as well as at changes that overlap institutions in coherence with lifelong lea…
The author gives a summary of accesses of generation overlapping didactics. Thereby he clusters the offers depending on whether one learns from each other, with each other or about each other. Starting from the generation perception the suspicion is trailed that the learning of the generations should be affected in terms of contemporary history and individual biography. Concrete implementation perspectives for intergenerational learning are only then possible, when a pattern is developed for th…
The first generation of people with professorships started work in the 1970s.They were scientifically exploring and at the same time working practically aligned. Their educational scientific basic approach to work was taken up by the succeeding generations of scientists, developed further and extended by new topics. The futher alteration of generations lets us await a prosperous development of the panel that is open towards the future.
1992 verabschiedete die Konferenz der Vereinten Nationen in Rio die Agenda 21, auf der das Konzept „Bildung für eine nachhaltige Entwicklung“ beruht. Ziel ist es, umwelt- und entwicklungsorientierte Bildung zu vereinen. Allerdings gibt es keine einheitliche Definition und Bildungseinrichtungen engagieren sich diesbezüglich sehr unterschiedlich. Welche Einstellung haben Praktiker, Multiplikatoren und Wissenschaftler zu dem Konzept, wie groß sind Bekanntheitsgrad und Akzeptanz? Diese Online-…
Im Rahmen der DIE-Veröffentlichungen zur Volkshochschul-Statistik werden Kennzahlenkonzepte angeboten. Der hier vorliegende Text sammelt und erläutert Definitionen und Berechnungsverfahren und unterstützt so eine sachgemäße Interpretation.
In der gesellschaftlichen und weitgehend auch in der wissenschaftlichen Debatte scheint Konsens darüber zu herrschen, dass sich Erwerbsbiographien zunehmend diskontinuierlich gestalten. Die Befunde der empirischen Sozialforschung bestätigen bislang – auf die Gesamtheit bezogen – allerdings keine deutliche Zunahme von Diskontinuitäten in den Erwerbsbiographien. Jedoch steigt die Zahl derjenigen, die Gruppen mit höherem Diskontinuitätsrisiko zuzurechnen sind. Dazu zählen u. a. Jugendliche ohne Sc…
Seit dem Jahr 2000 ist ein massiver und kontinuierlicher Einbruch der Teilnahmen an Weiterbildungsveranstaltungen im Bereich der Informations- und Kommunikationstechnologien zu verzeichnen. Ein besonders starker Rückgang lässt sich für die berufsbezogenen Computerkurse feststellen. Richard Stang geht den Ursachen auf den Grund, benennt strukturelle Probleme der Weiterbildungseinrichtungen und weist auf mögliche Alternativen hin.
In the face of accelerated structural change (“transformation society“) in-company further education can no longer just rely on familiar forms of learning and teaching. It must evolve into a form of guidance for personal development, by which managers are directed towards continuous introspection (“culture of reflection”). The author shows that such phenomena can be empirically shown to exist at this moment in time, and outlines in which way they can be seen as pedagogical communication, by way…
Case-reconstructive quality circles have hardly ever been tried out in adult education. Under the direction of trainers, course teachers reflect the quality of their work in a mutual process. Their own teaching/learning situation serves as illustrative material. It is self-evident that this method relies on mutuality and must be voluntary. The method, which is explained with the aid of a practice example from the KVHS Northeim, has its origins in health care.
