The subject of volunteering is significant for continuing education in a dual way. First of all, publicly supported continuing education facilities are expected to provide education and qualifications demanded by the target group of volunteer workers. Secondly, the significance is also especially reflected in the contribution of volunteers’ work to the performance of many of these very same continuing education facilities. Among other duties, volunteers teach classes, take on moderating functions or play active board roles in these facilities, which frequently operate as associations. Participation of volunteers and their integration in continuing education facilities was not only a meaningful aspect for a long time, but also taken for granted. In the perspective of the facilities there were enough appropriately qualified candidates for staffing volunteer areas of activity. However, due to societal transformation and modernization processes, volunteering for some time has been undergoing perceptible structural and functional changes.
{"title":"Volunteer Activities in Continuing Education Facilities – Significance, Challenges and Organizational Consequences","authors":"Timm C. Feld","doi":"10.7788/ijbe-2017-0108","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0108","url":null,"abstract":"The subject of volunteering is significant for continuing education in a dual way. First of all, publicly supported continuing education facilities are expected to provide education and qualifications demanded by the target group of volunteer workers. Secondly, the significance is also especially reflected in the contribution of volunteers’ work to the performance of many of these very same continuing education facilities. Among other duties, volunteers teach classes, take on moderating functions or play active board roles in these facilities, which frequently operate as associations. Participation of volunteers and their integration in continuing education facilities was not only a meaningful aspect for a long time, but also taken for granted. In the perspective of the facilities there were enough appropriately qualified candidates for staffing volunteer areas of activity. However, due to societal transformation and modernization processes, volunteering for some time has been undergoing perceptible structural and functional changes.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125043204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Im Kapitel vier werden die länderspezifischen Befunde entlang der drei Benchmarkkriterien Politikformulierung, -implemetation und -finanzierung einer synoptischen Darstellung zugeführt, ehe in Kapitel fünf schließlich der Versuch einer Einordnung der Studie in die Debatte unternommen wird. Leider wird dabei ‚zu kurz gesprungen’, geraten doch etwa die vielzähligen Arbeiten aus dem Netzwerk ‚Policy Studies in Adult Education’ der European Society for Research on the Education of Adults’ (ESREA) überhaupt nicht in den Blick.
在第四章，各国的发现将根据基准政策制定、印象输入和融资的三个基准来加以综述，然后在第五章开始讨论整个研究结果的利害关系。陷入不幸‚太短会参加跳”,但约vielzähligen‚政策研究工作从网络在Adult教育"欧洲Society for Research on the教育之的”不看待(ESREA) .
{"title":"Cordula Löffler & Jens Korfkamp (Hg.): Handbuch zur Alphabetisierung und Grundbildung Erwachsener.","authors":"D. Klinkhammer","doi":"10.7788/IJBE-2017-0110","DOIUrl":"https://doi.org/10.7788/IJBE-2017-0110","url":null,"abstract":"Im Kapitel vier werden die länderspezifischen Befunde entlang der drei Benchmarkkriterien Politikformulierung, -implemetation und -finanzierung einer synoptischen Darstellung zugeführt, ehe in Kapitel fünf schließlich der Versuch einer Einordnung der Studie in die Debatte unternommen wird. Leider wird dabei ‚zu kurz gesprungen’, geraten doch etwa die vielzähligen Arbeiten aus dem Netzwerk ‚Policy Studies in Adult Education’ der European Society for Research on the Education of Adults’ (ESREA) überhaupt nicht in den Blick.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134481343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Globalization can be defined as a constitutive process of increasing interdependence between people, territories and organizations that is advancing in different domains (economic, political, cultural and so on) (Held et al. 2000). Globalization, together with the competitive pressures and the re-scaling dynamics that are associated to it, have introduced multiple challenges and transformations in the education policy field. To name a few of these, in a global economy, education systems are pressured to supply the labor market with new and changing skills; people and companies increasingly invest privately in training initiatives and during longer periods of their life cycle; more and more education services (certification, training, testing, etc.) are delivered by transnational providers; and international organizations are more active in the definition of educational agendas and policies at multiple scales.
全球化可以被定义为在不同领域(经济、政治、文化等)进步的人、领土和组织之间日益相互依存的构成过程(Held et al. 2000)。全球化以及与之相关的竞争压力和规模调整，给教育政策领域带来了多重挑战和变革。举几个例子，在全球经济中，教育系统面临着向劳动力市场提供新的和不断变化的技能的压力;个人和公司越来越多地私下投资于培训计划，并在更长的生命周期内进行投资;越来越多的教育服务(认证、培训、考试等)由跨国供应商提供;国际组织更积极地在多个层面上制定教育议程和政策。
{"title":"Globalization and its Main Challenges in Comparative (Adult) Education","authors":"Antoni Verger","doi":"10.7788/ijbe-2017-0105","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0105","url":null,"abstract":"Globalization can be defined as a constitutive process of increasing interdependence between people, territories and organizations that is advancing in different domains (economic, political, cultural and so on) (Held et al. 2000). Globalization, together with the competitive pressures and the re-scaling dynamics that are associated to it, have introduced multiple challenges and transformations in the education policy field. To name a few of these, in a global economy, education systems are pressured to supply the labor market with new and changing skills; people and companies increasingly invest privately in training initiatives and during longer periods of their life cycle; more and more education services (certification, training, testing, etc.) are delivered by transnational providers; and international organizations are more active in the definition of educational agendas and policies at multiple scales.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127894975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Basic Education of Adults as a Responsibility of the Welfare State: A Comparison of Policies in Austria, Denmark and England","authors":"C. Knauber","doi":"10.7788/ijbe-2017-0107","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0107","url":null,"abstract":"","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134375228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Agentur für Erwachsenen- und Weiterbildung (Hg.): Policy Making in Adult Education. A Comparative Approach across 21 European Regions.","authors":"Michael Schemmann","doi":"10.7788/IJBE-2017-0109","DOIUrl":"https://doi.org/10.7788/IJBE-2017-0109","url":null,"abstract":"","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124054321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Standing on the Shoulders of Giants – Building on Existing Knowledge","authors":"Bernd Käpplinger","doi":"10.7788/ijbe-2017-0103","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0103","url":null,"abstract":"","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116921535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the 2016 ‘International Yearbook of Adult Education’, John Field, Klaus Künzel and Michael Schemmann shared their reflections on theory, methodology and future developments of what construed as International Comparative Adult Education, a field of academic and policy research. Reconstructing its past developments since the work of Jullien de Paris, celebrated as an ancestor, and thorough three evolutionary phases until its apparent demise in present days, the authors present a rather convincing historical account. This narrative distinguishes between a pre-foundation or ‘bridging’ phase (1900-30), a foundation phase (post World War II to the late 1960s), and an institutionalisation phase (1970s onwards). Yet when reaching the XXI century as a turning point, the authors claim “it poses the question of what is understood as comprising international comparative adult education research” (Field, Künzel & Schemmann 2016, p. 110). Accordingly, they purposely open for colleagues to join into the dialogue.
在2016年的《国际成人教育年鉴》中，John Field、Klaus k nzel和Michael Schemmann分享了他们对国际比较成人教育这一学术和政策研究领域的理论、方法和未来发展的思考。从巴黎于连(Jullien de Paris)的作品开始，作者重建了它的历史发展，并将其视为祖先，经历了三个进化阶段，直到它在今天明显消亡，作者提出了一个相当令人信服的历史描述。这种叙述区分了基础前或“桥接”阶段(1900- 1930年)、基础阶段(二战后至20世纪60年代末)和制度化阶段(20世纪70年代起)。然而，当21世纪作为一个转折点时，作者声称“它提出了一个问题，即什么被理解为包括国际比较成人教育研究”(Field, k nzel & Schemmann 2016，第110页)。因此，他们有意让同事加入到对话中来。
{"title":"Global and Comparative Adult Education Research: A Response to John Field, Klaus Künzel and Michael Schemmann","authors":"M. Milana","doi":"10.7788/ijbe-2017-0102","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0102","url":null,"abstract":"In the 2016 ‘International Yearbook of Adult Education’, John Field, Klaus Künzel and Michael Schemmann shared their reflections on theory, methodology and future developments of what construed as International Comparative Adult Education, a field of academic and policy research. Reconstructing its past developments since the work of Jullien de Paris, celebrated as an ancestor, and thorough three evolutionary phases until its apparent demise in present days, the authors present a rather convincing historical account. This narrative distinguishes between a pre-foundation or ‘bridging’ phase (1900-30), a foundation phase (post World War II to the late 1960s), and an institutionalisation phase (1970s onwards). Yet when reaching the XXI century as a turning point, the authors claim “it poses the question of what is understood as comprising international comparative adult education research” (Field, Künzel & Schemmann 2016, p. 110). Accordingly, they purposely open for colleagues to join into the dialogue.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134050355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 40th volume of the International Yearbook of Adult Education is dedicated to international and comparative adult education research. The decision to focus on this topic goes back to last year’s volume of the International Yearbook which presented an article by Field, Künzel and Schemmann (2016) regarding this matter. After the publication of the article a series of comments and letters to the editor made clear that there is a demand for a more detailed discussion on both the current state-of-the art as well as on the future development of international comparative adult education research.
《国际成人教育年鉴》第40卷致力于国际和比较成人教育研究。关注这一主题的决定可以追溯到去年的《国际年鉴》卷，其中介绍了Field, k nzel和Schemmann(2016)关于这一问题的一篇文章。文章发表后，一系列的评论和给编辑的信表明，有必要对国际比较成人教育研究的现状和未来发展进行更详细的讨论。
{"title":"International Comparative Adult Education Research. An Introduction to the Topic","authors":"Michael Schemmann","doi":"10.7788/ijbe-2017-0101","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0101","url":null,"abstract":"The 40th volume of the International Yearbook of Adult Education is dedicated to international and comparative adult education research. The decision to focus on this topic goes back to last year’s volume of the International Yearbook which presented an article by Field, Künzel and Schemmann (2016) regarding this matter. After the publication of the article a series of comments and letters to the editor made clear that there is a demand for a more detailed discussion on both the current state-of-the art as well as on the future development of international comparative adult education research.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132051831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses some of the merits and challenges associated with a systemic approach to comparative adult education research which builds on the use of large scale efforts. It is partly in response to an article in last year’s issue of the International Yearbook of Adult Education which discussed the future of International Comparative Adult Education Research. The article by Field, Künzel and Schemmann (2016) problematized the purpose and value of large scale surveys that relate to the field of adult education, and even questioned whether studies such as the ‘Survey of Adult Skills’ (also known as ‘PIAAC – the Programme for the International Assessment of Adult Competencies’) and the ‘Adult Education Survey’ (AES) comprise comparative adult education research at all. This raises several issues related to the relationship between large scale research efforts on adult education and the comparative adult education research community, as well as more general issues in social science surrounding the framing and interpretation of empirical data for evaluative and analytical purposes.
本文讨论了一些优点和挑战与一个系统的方法来比较成人教育研究，建立在使用大规模的努力。这在一定程度上是对去年出版的《国际成人教育年鉴》上的一篇文章的回应，那篇文章讨论了国际比较成人教育研究的未来。Field, k nzel和Schemmann(2016)的文章对与成人教育领域相关的大规模调查的目的和价值提出了质疑，甚至质疑“成人技能调查”(也称为“PIAAC -国际成人能力评估计划”)和“成人教育调查”(AES)等研究是否包括比较成人教育研究。这就提出了与成人教育的大规模研究工作与比较成人教育研究界之间的关系有关的几个问题，以及围绕为评价和分析目的而构建和解释经验数据的社会科学中更普遍的问题。
{"title":"A Perspective on the Use of Large Scale Efforts in Comparative Adult Education Research!","authors":"R. Desjardins","doi":"10.7788/ijbe-2017-0104","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0104","url":null,"abstract":"This paper discusses some of the merits and challenges associated with a systemic approach to comparative adult education research which builds on the use of large scale efforts. It is partly in response to an article in last year’s issue of the International Yearbook of Adult Education which discussed the future of International Comparative Adult Education Research. The article by Field, Künzel and Schemmann (2016) problematized the purpose and value of large scale surveys that relate to the field of adult education, and even questioned whether studies such as the ‘Survey of Adult Skills’ (also known as ‘PIAAC – the Programme for the International Assessment of Adult Competencies’) and the ‘Adult Education Survey’ (AES) comprise comparative adult education research at all. This raises several issues related to the relationship between large scale research efforts on adult education and the comparative adult education research community, as well as more general issues in social science surrounding the framing and interpretation of empirical data for evaluative and analytical purposes.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124611452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
International comparative adult education research takes both an international and a comparative perspective, whilst often assuming that the nation state is the main unit of analysis (Milana 2017). Yet, human mobility across national borders is an increasing phenomenon. Arguably, the effects of transnational migration on national adult education policies and practices are somewhat underdeveloped in international comparative research. The purpose of this chapter is to contribute to a reframing of adult education research for mobile times by shifting the focus of international comparative adult education research onto the experiences of transnational migrants. To date, there has been considerable focus in international comparative adult education on how national policies align and develop in relation to one another over time and to the activities of intergovernmental organisations (Milana 2017). Similarly, cross-country comparisons on education participation and outcomes using measures such as the ‘Adult Education Survey’ (AES) and the ‘Programme for International Assessment of Adult Skills’ (PIAAC) agreed with intergovernmental bodies are well developed (Rubenson 2015). The scope of this chapter is somewhat different. The chapter begins by shifting the lens of international comparative education by highlighting the contribution of narrative based adult education research in developing conceptual understanding of transnational migration and equity. The chapter discusses this conceptual frame, narrative analysis, in some detail by drawing on an example from Australia to analyse how opportunities for migrants are constructed unequally by national policies and how migrants’ narratives of their experiences reveal inequalities arising from transnationlism.
{"title":"Narratives of Migration for Reframing Adult Education for Equity in Mobile Times","authors":"S. Webb","doi":"10.7788/ijbe-2017-0106","DOIUrl":"https://doi.org/10.7788/ijbe-2017-0106","url":null,"abstract":"International comparative adult education research takes both an international and a comparative perspective, whilst often assuming that the nation state is the main unit of analysis (Milana 2017). Yet, human mobility across national borders is an increasing phenomenon. Arguably, the effects of transnational migration on national adult education policies and practices are somewhat underdeveloped in international comparative research. The purpose of this chapter is to contribute to a reframing of adult education research for mobile times by shifting the focus of international comparative adult education research onto the experiences of transnational migrants. To date, there has been considerable focus in international comparative adult education on how national policies align and develop in relation to one another over time and to the activities of intergovernmental organisations (Milana 2017). Similarly, cross-country comparisons on education participation and outcomes using measures such as the ‘Adult Education Survey’ (AES) and the ‘Programme for International Assessment of Adult Skills’ (PIAAC) agreed with intergovernmental bodies are well developed (Rubenson 2015). The scope of this chapter is somewhat different. The chapter begins by shifting the lens of international comparative education by highlighting the contribution of narrative based adult education research in developing conceptual understanding of transnational migration and equity. The chapter discusses this conceptual frame, narrative analysis, in some detail by drawing on an example from Australia to analyse how opportunities for migrants are constructed unequally by national policies and how migrants’ narratives of their experiences reveal inequalities arising from transnationlism.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129923974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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