REPORT

The social milieus and the slowed down expansion of education

Going out from the fact that the expansion of education in the last decades has not enabled an equality of educational opportunity, the contribution explores the development of the social mileus and their specific educational behaviour on the basis of the theory approach of Bourdieu.

Learning behaviour and milieu as central dimensions at the analysis of the life-long learning process

Based on the empirical qualitative research project on "Biography and Learning Behaviour", in which the influence of the generation threshold established knowledge and the origin milieu of dockyard workers in Rostock with which the biographical processing of the societal transformation processes in the former DDR were examined, the following facets are made a subject of discussion. Prefacing, the specific dynamic of the dockyard work milieu of Rostock is sketched. Thereafter the continuity and change of a biographical learning behaviour model are shown by means of a case configuration. Concluding possible adult pedagogical consequences of a biography orientation are addressed.

Development of personality competence and central further education barriers in social milieus

Presented are partial results of a current Germany-wide empirical qualitative analysis in which the social and regional differentiation of adult education interests and adult education behaviour in the tradition of milieu research are ascertains and interpreted. On the basis of three social ambiences the development of personality competence and typical further education barriers are introduced.

Networks of citizens’ commitment – On the role of adult education within the scope of the network work with the older

Introduced are the partial results of a research project in North-Rhine-Westphalia, in which networks of citizens’ commitment in Düsseldorf in the area of work with older people have been evaluated. At the beginning of the contribution the term of network is explained, then the personal pre-requisites for citizens’ commitment are sketched and concluding the model of self-organised learning is presented.

Research on participation on the topic learning resistance
A concept of participative research and its results

The research methods and results from a subproject on learning resistance are introduced, which came into being in the framework of a research project of a Hamburg adult education institutions on self-directed learning and social milieus.

Virtual interaction or virtual silence?

Setting out from the point of her study on resisting learning in the internet and a short clarification of her conception of learning, the author explores substantiation samples for the virtual silence in interactive situations when learning with the medium internet.

"Adult education students" as subject of the participation research

After a short introduction into the questions and methods of a research project of participation research at the further education Danube University Krems, a partial result for motivation structure is sketched.

Trends with expectations and pretensions in further education in the context of changed work place conditions

It is worked out in the contribution that because of changed work place conditions, especially in the area of information and communication technologies, an altered need for further education has developed. Concluding, possible consequences for the providers of adult education are sketched

Qualification and innovation in the region
The contribution of small and medium-sized companies

In this contribution the results of a survey of small and medium-sized companies on qualification performances and further education outlays are sketched and follow up points for further results and perspectives of formation are presented.

Boundless work, bounded adult education?

Setting out from the point of an interdisciplinary work research project on the basis of two empirical case studies it is worked out in which way current modernisation processes are referred back to on learning- and educational processes of staff.

Meaning and function of the concept "employability" in education-political documents of the European Union

After a short reconstruction of the evolvement of the social-political dimension since the 1990s, the textual dimension and the function of the concept of employability in the labour market, employment policy as well as the educational political discourse of the European Union are analysed. Considered are with it the changes of the controlling instruments of European politics with regard to the impact on the politics of the member states.

New accesses to further education and work by making up balances of competence? First answers from Europe and Germany

Several developing practices of acquisition, evaluation and documentation of informal and formal competences are presented. In a second step the several practices are structured and the model of the bilans des competences from France and a German adaption is explained.

Learn-time strategies, workplace realities and individual desires

The general conditions and structures of learn-time strategies are critically discussed and summarised in the context of company related further education reality.

The individual and society today
On the relevance of actor-network-theory, post-academic science and self-directed learning

Introduced are deliberations on a post-academic science that came into being by the societal change as well as the requirements concerning self-directed learning in future.

Decision behaviour in further education, impact on pedagogical consulting competence

The author shows, that against the background of accruing research on adult education consultation the relevance of emotions for the decision behaviour of adults is drawn closer into the focus. For this she introduces first partial results of a running research project.

Sustainable learning
Insights into a panel study under the category ”emotionality in learning processes"

After clarification of the term "sustainable learning", it is discussed by means of empirical material of a present research project to what extent emotional factors play a role in sustainable learning.

North-west passages between body, emotion and cognition in pedagogy
On the unity and difference of perceiving, feeling, thinking and imagination powers in learning- and educational processes

Setting out from the point of different newly theory approaches, especially in the integrative therapy, the contribution makes the holistic way of learning- and educational processes a subject of discussion.

On the mediation difficulty of social competence in adult education/further and continuing education

Problems are presented which can emerge in seminars for adults when mediating social competence. Called on are for this the results of a research work of the author on the topic of advanced vocational training in societal situations of upheaval.

Cognition, emotion and mental self-regulation: on the nascency and solution of inner conflicts

The contribution provides a short overview of several results on nascency and solution of inner conflicts which in the frame of a research programme on mental self-regulation in learning processes of adults were gained. The author was head of the project and she draws practical conclusions for adult education.

Educational management as constellation of action comb

By means of empirical results on action of management in adult educational institutions and -organisations in this contribution it is worked out that management is linked to a term of education and is ingrained into the institution specifics.

On the generation of company relevant knowledge of staff of small and medium-sized companies
A praxeological-empirical look at the organisation company

Setting out from the point of results of an empirical research project the praxeological ratio of knowledge and action in the process of the generation of relevant knowledge in small and medium-sized companies is presented.

Maxims as a "soft" instrument for quality assurance in honorary organised adult education

It is reported of the results of a model project of rural adult education that had the aim of developing close to practice quality criteria for honorary staff in this field.

Transfer of information and knowledge in development of organisations projects

The contribution shows with an example of a project, how it dealt with the organisational development of educational institutions and how the transfer can be organised in an extensive way.

Quality testing and organisational development
The project QUEST (developing quality, controlling, testing)

It is reported of the model, implementation and results of a project for quality testing (QUEST). It collected the concepts, approaches and experiences – in terms of quality assurance - at several folk high schools and prepared the implementation of the model test of Bund-Laender-Commission (BLK) on learner orientated quality assurance in further education networks.

The process of interconnectedness as a win of synergy in educational institutions
Experiences from the accompanied concrete network work

This contribution gives an insight into concrete interconnection activities of institutions of advanced vocational training in Saxony-Anhalt, Saxony and Thuringia. For this, empirical findings are quoted, synergy effects and research demand are named.

Which (organisational and/or staff) knowledge is excluded in quality management?

Setting out from the point of the finding of a scepticism towards the implementation of quality management in the area of education, the author formulates a thesis that shows the context of education, knowledge and quality management.

Acting, knowledge: action controlling knowledge or simply proficiency?

The contribution exposes the figure of the action-lead knowledge and connects with the current discourse on knowledge and proficiency and the therewith linked competence forms.

How does knowledge come into science of adult education?

The research undertaking of the author is sketched, in which an honouring of publications and the time-line of the lasting acknowledgement is to be explored.

Learning and acting - theses from the subject-orientated perspective

It is sketched, by means of a few basic language-philosophical deliberations on the understanding and term of the acting subject, that the pre-assumption of a narrow connection of learning and application of the learnt in acting of the participants is not appropriate.

"Discourses of transformation"
A discourse-analytical examination of professionalism coming into being and its changes

After a few basic textual and methodological clarifications on an empirical discourse analysis, focused on Höhne, the author verifies with this method the mythological development models of professionalism.

Blended learning – changed forms of interaction in adult education

By means of blended-learning-scenarios the requirements on quality of the didactical concept for the e-learning are sketched from a media pedagogical perspective.