For continuing education providers, staff play a central role. Nonetheless, little is known about how providers recruit their staff, or what they expect of their course instructors, counsellors or managers. There has also been little research into the instructors' view: how do they see their job, what skills do they need and how do they deal with insecure, often unreliable employment conditions?
The Heimvolkshochschule (HVHS; a residential folk high school) is a special institutional form of residential adult education with its own programme and a specific time schedule. Educational events mainly take place as courses lasting several days (or, previously, several weeks). In Germany there are currently just under 70 institutions with various maintaining bodies. There is traditionally a high concentration of residential folk high schools in Lower Saxony.
In this paper, I would like to argue for the application of drama in adult education that goes beyond popular role play games and to invite adult educators to re-think drama not as a method, but as an approach to education with epistemological and ontological thinking behind learning methodology. I am particularly interested in this question since I witnessed a misuse of the drama in adult education, which I believe was the consequence of focusing on the activity and “overdoing drama”, but neglecting learning process, inner of learners and group dynamic.
The book “Continuing education vouchers. Effects of a financing model in four European countries.” (Bielefeld 2013 by Bernd Käpplinger, Rosemarie Klein, Erik Haberzeth) deals with a new financing approach in the public funding of further vocational education, known as “continuing education vouchers.” The investigation seeks to determine whether this instrument is effective and fulfills the expectations placed in it.
An Interview with Knud Illeris, Danish scientist and Professor in Lifelong Learning
Liberal Denmark has come into the media’s focus in recent years at least twice, most recently after the terror attack in mid-February. The image of an open, inclusive and exemplary multicultural society is crumbling. What has happened? How do you, as a researcher in Adult Learning, see this latest change?
KI: I think that most people in Denmark experience the change you are mentioning, and as I see it, it is a consequence of a superior change from Denmark being a welfare state in the direction of what has been termed a competition state, i.e. that the final reason for political, organizational and administrative decisions and changes is what is supposed to be of benefit to the national economic competitiveness.
"Educational investments and returns throughout life" was the topic of a forum that took place in Bonn in October 2014, attended by top-class individuals. In a broader sense, this event is embedded in the context of discussions on the reform of the education system in the Federal Republic of Germany, which has been part of the agenda since the mid-1990s and which has been in the public eye with great intensity since the turn of the millennium. The impulse came from the results of international comparative studies and large scale assessments (TIMS, PISA, PIACC), which exposed the weaknesses and performance gaps in the German education system. The results of the first PISA study (2001) shocked the German public.
To challenge something means to doubt it just as well as to dare it. "Challenging the European Area of Lifelong Learning" is the title of a Collection of articles from 37 authors, representing sort of an academic community in the field of european adult education, edited by Maria N. Gravani and George K. Zarifis. The book bases on the „Memorandum of Lifelong Learning“, therefore it is organised into ﬁve parts that quasi trail the structure of the Memorandum. These five aspects represents also „the core issues that Europe faces today in relation to the idea of making a ‘European Area of Lifelong Learning’ a reality“, so the editors voice.