markiert gleichermaßen die Grenze des Lernens und ist selbst Ergebnis eines gelungenen Lernprozesses. Mit der auf allen Erkenntnissen aufbauenden revidierten Heuristik, in der bezogen auf die Genese von Widerständen die vier bereits genannten Paradoxien mit entsprechenden Thematisierungen sichtbar werden, in der die Bedeutung, der Umgang mit Widerständen und Widerstand als Lernanlass gefasst sind, legt Melanie Franz einen wichtigen Forschungsbeitrag vor, der das Verständnis von Widerstand in Bildungskontexten wesentlich erweitert.
{"title":"Sammelrezension: Alphabetisierung und Grundbildung zwischen Theorie, Transfer und Praxis","authors":"D. Klinkhammer, J. Koller","doi":"10.7788/ijbe-2016-0111","DOIUrl":"https://doi.org/10.7788/ijbe-2016-0111","url":null,"abstract":"markiert gleichermaßen die Grenze des Lernens und ist selbst Ergebnis eines gelungenen Lernprozesses. Mit der auf allen Erkenntnissen aufbauenden revidierten Heuristik, in der bezogen auf die Genese von Widerständen die vier bereits genannten Paradoxien mit entsprechenden Thematisierungen sichtbar werden, in der die Bedeutung, der Umgang mit Widerständen und Widerstand als Lernanlass gefasst sind, legt Melanie Franz einen wichtigen Forschungsbeitrag vor, der das Verständnis von Widerstand in Bildungskontexten wesentlich erweitert.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128786739","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}
With a population of 1.2 billion, India is the second most populous country in the world. It has 29 states and seven centrally administered Union territories. Although India accounts for only 2.4% of the world’s surface area, it has 16% of the world’s population. Between 2001 and 2011, the Indian population increased from 1028.74 million to 1210.8 million. 51.5% of the total population are male. The sex ratio improved from 933 in 2001 to 943 in 2011. In 2001, 27.8% of the Indian population lived in urban areas; in 2011, that figure had risen to 31.2 (Government of India 2001, 2011).
{"title":"Adult Education Policies in India and International Influences","authors":"Shalini Singh, Bani Bora, Regina Egetenmeyer","doi":"10.7788/ijbe-2016-0103","DOIUrl":"https://doi.org/10.7788/ijbe-2016-0103","url":null,"abstract":"With a population of 1.2 billion, India is the second most populous country in the world. It has 29 states and seven centrally administered Union territories. Although India accounts for only 2.4% of the world’s surface area, it has 16% of the world’s population. Between 2001 and 2011, the Indian population increased from 1028.74 million to 1210.8 million. 51.5% of the total population are male. The sex ratio improved from 933 in 2001 to 943 in 2011. In 2001, 27.8% of the Indian population lived in urban areas; in 2011, that figure had risen to 31.2 (Government of India 2001, 2011).","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"245 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120978737","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 chapter explores three trends in research methods in organization studies. The first concerns attempts to standardize the reporting and conduct of research, with a quants-based template for presenting qualitative studies, and through the evidence-based management movement. The latter means that research findings are now more likely to influence decision makers where methods are grounded in – or are presented in such a manner that they appear to be grounded in – traditional positivist hypothetico-deductive methods. A second trend concerns the growing influence of process-theoretical perspectives. The third concerns the methodological inventiveness which organizational research increasingly displays, and which is justified by the added value that new methods bring to conceptualization and understanding.
{"title":"What’s trending now@ #organizational research methods","authors":"D. Buchanan","doi":"10.7788/ijbe-2015-0104","DOIUrl":"https://doi.org/10.7788/ijbe-2015-0104","url":null,"abstract":"This chapter explores three trends in research methods in organization studies. The first concerns attempts to standardize the reporting and conduct of research, with a quants-based template for presenting qualitative studies, and through the evidence-based management movement. The latter means that research findings are now more likely to influence decision makers where methods are grounded in – or are presented in such a manner that they appear to be grounded in – traditional positivist hypothetico-deductive methods. A second trend concerns the growing influence of process-theoretical perspectives. The third concerns the methodological inventiveness which organizational research increasingly displays, and which is justified by the added value that new methods bring to conceptualization and understanding.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116532549","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":"Zielgruppenforschung in der wissenschaftlichen Weiterbildung. Methoden zur Ermittlung der regionalen Nachfrage","authors":"Sarah Präßler, Ulrich Vossebein","doi":"10.7788/ijbe-2014-0109","DOIUrl":"https://doi.org/10.7788/ijbe-2014-0109","url":null,"abstract":"","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127335007","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}
Die Schlussbetrachtung (Teil D) bietet eine übersichtliche Zusammenstellung und Konkretisierung der Ergebnisse. Die Frage nach konkurrierenden Logiken und dem damit verbundenen organisationalen Umgang der Weiterbildungseinrichtung wird hier beantwortet mit einer Nähe der Pädagogik zur Ökonomie und einer Vernachlässigung der Wissenschaft aufgrund ihrer Kostenintensität. Deutlich wird hier, dass auch eine normative Vorstellung im Sinne einer Vermeidung neoliberaler Tendenzen im Wissenschaftsbetrieb vertreten wird.
{"title":"Agentur für Erwachsenen- und Weiterbildung (Hg.): Beruflich qualifiziert studieren – Herausforderung für Hochschulen. Ergebnisse des Modellprojekts Offene Hochschule Niedersachsen","authors":"Lisa Breyer","doi":"10.7788/IJBE-2014-0112","DOIUrl":"https://doi.org/10.7788/IJBE-2014-0112","url":null,"abstract":"Die Schlussbetrachtung (Teil D) bietet eine übersichtliche Zusammenstellung und Konkretisierung der Ergebnisse. Die Frage nach konkurrierenden Logiken und dem damit verbundenen organisationalen Umgang der Weiterbildungseinrichtung wird hier beantwortet mit einer Nähe der Pädagogik zur Ökonomie und einer Vernachlässigung der Wissenschaft aufgrund ihrer Kostenintensität. Deutlich wird hier, dass auch eine normative Vorstellung im Sinne einer Vermeidung neoliberaler Tendenzen im Wissenschaftsbetrieb vertreten wird.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134424251","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}
Betont werden soll abschließend die Programmatik der Reihe: „... we invite all scholars working on adult education issues worldwide to contact us and submit manuscripts and to publish within our book series“ (S. 11). Sie bietet also international-vergleichenden Forschungsarbeiten eine Plattform und kann, wie bereits unter dem Begründer Franz Pöggeler, zur Erweiterung des Kenntnisstandes in diesem Forschungsfeld wesentlich beitragen. Den beiden Reihenherausgeber/innen ist mit diesem Band in jedem Fall ein guter Start gelungen.
{"title":"Marcella Milana & John Holford (Eds.): Adult Education Policy and the European Union. Theoretical and Methodological perspectives","authors":"A. Jenner","doi":"10.7788/ijbe-2014-0115","DOIUrl":"https://doi.org/10.7788/ijbe-2014-0115","url":null,"abstract":"Betont werden soll abschließend die Programmatik der Reihe: „... we invite all scholars working on adult education issues worldwide to contact us and submit manuscripts and to publish within our book series“ (S. 11). Sie bietet also international-vergleichenden Forschungsarbeiten eine Plattform und kann, wie bereits unter dem Begründer Franz Pöggeler, zur Erweiterung des Kenntnisstandes in diesem Forschungsfeld wesentlich beitragen. Den beiden Reihenherausgeber/innen ist mit diesem Band in jedem Fall ein guter Start gelungen.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114295222","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}
As one of the E 91 states, representing more than 60% of the world’s population, China is committed to the goals of the UNESCO initiative ‘Education for All’ (EFA) (UNESCO 2000, p. 70). The goals of the initiative regarding adult education – essentially the reduction of adult illiteracy, the provision of access to basic and continuing education for all adults, and the decentralization of educational services – are also part of ‘China’s National Plan for Medium and Long-term Education Reform and Development’ (Ministry of Education (MOE) 2010). This plan sets out strategic goals for the development of the education system in a nation that faces several challenges: a large population with significant economic, social, and educational discrepancies between rural and urban areas; extensive internal migration from rural to urban areas; and a rapid economic development for more than two decades. Accordingly, the underlying historical changes in China’s society have been characterized as a “transition from a populous nation to a nation with larger scale of human resource” (MOE 2010, p. 5). Ideologically the Plan is aligned with the idea of socialist modernization, which refers back to reforms initiated by Deng Xiaoping after the Cultural Revolution. Specific goals focus on the expansion of educational attainment and the increase of the average educational level of the adult population, especially among the workforce. The government aims to increase the average length of primary and secondary educational of individuals who are entering the workforce from 12.4 to 13.5 years by 2020. Links between pre-job and on-the-job-education shall be intensified, in order to reach a benchmark of a 50% attendance rate in continuing education among the adult population. Especially the on-the-job-training is subject of the ambitious goal to increase the number of participants from 166 million in 2009 to 350 million by 2020. Therefore, beside schools, research institutes, and community organizations, enterprises are needed as essential elements of an open system for lifelong learning.
{"title":"The Development of Adult Education during China’s Reform Phases","authors":"Jifa Xiang, Harm Kuper, L. Dai","doi":"10.7788/ijbe-2016-0105","DOIUrl":"https://doi.org/10.7788/ijbe-2016-0105","url":null,"abstract":"As one of the E 91 states, representing more than 60% of the world’s population, China is committed to the goals of the UNESCO initiative ‘Education for All’ (EFA) (UNESCO 2000, p. 70). The goals of the initiative regarding adult education – essentially the reduction of adult illiteracy, the provision of access to basic and continuing education for all adults, and the decentralization of educational services – are also part of ‘China’s National Plan for Medium and Long-term Education Reform and Development’ (Ministry of Education (MOE) 2010). This plan sets out strategic goals for the development of the education system in a nation that faces several challenges: a large population with significant economic, social, and educational discrepancies between rural and urban areas; extensive internal migration from rural to urban areas; and a rapid economic development for more than two decades. Accordingly, the underlying historical changes in China’s society have been characterized as a “transition from a populous nation to a nation with larger scale of human resource” (MOE 2010, p. 5). Ideologically the Plan is aligned with the idea of socialist modernization, which refers back to reforms initiated by Deng Xiaoping after the Cultural Revolution. Specific goals focus on the expansion of educational attainment and the increase of the average educational level of the adult population, especially among the workforce. The government aims to increase the average length of primary and secondary educational of individuals who are entering the workforce from 12.4 to 13.5 years by 2020. Links between pre-job and on-the-job-education shall be intensified, in order to reach a benchmark of a 50% attendance rate in continuing education among the adult population. Especially the on-the-job-training is subject of the ambitious goal to increase the number of participants from 166 million in 2009 to 350 million by 2020. Therefore, beside schools, research institutes, and community organizations, enterprises are needed as essential elements of an open system for lifelong learning.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126146984","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}
Der vorliegende Beitrag versucht den Einfluss internationaler Prozesse und Rahmenvereinbarungen, wie ‚Education for All (EFA)’ oder die ‚Millennium Development Goals (MDGs)’, auf die laotische Erwachsenenbildungspolitik und -praxis auszuloten: Wie werden die Beschlüsse der UN Vollversammlung zur Entwicklung der Menschheit in laotische Politikentwürfe umgesetzt? Wie verändert sich die Realität, insbesondere auch in entlegenen Gebieten des Landes – in der Überschrift symbolisiert durch den Nong-Distrikt, einen der ärmsten Bezirke des Landes mit einer Bevölkerungsmehrheit nicht-laotischer Ethnien? Diese Fragestellungen sind insbesondere für Länder wie Laos von Relevanz, da große Teile der EFA-Agenda und die gesamten MDGs ja gerade für den sogenannten ‚globalen Süden’ als Zielvorgaben gedacht waren. Es wird also mit einiger Berechtigung zu analysieren sein, ob diese, und wenn ja, wie diese Beschlüsse sich in Politik und Praxis wiederfinden. Um diese Fragen beantworten zu können, werden zunächst einige zentrale Rahmenbedingungen und Akteure benannt und eingeordnet. Der Schwerpunkt der Analyse wird auf der non-formalen Bildung liegen, einem oftmals vernachlässigten Sub-Sektor des Bildungssystems. Allerdings wird es insbesondere bei der Darstellung der Rahmenbedingungen unumgänglich sein, das gesamte Bildungssystem in den Blick zu nehmen.
{"title":"Von New York nach Nong – Die Auswirkung von ‚Millennium Development Goals’ und ‚Education for All’ auf die non-formale Bildung in Laos","authors":"Uwe Gartenschläger","doi":"10.7788/ijbe-2016-0104","DOIUrl":"https://doi.org/10.7788/ijbe-2016-0104","url":null,"abstract":"Der vorliegende Beitrag versucht den Einfluss internationaler Prozesse und Rahmenvereinbarungen, wie ‚Education for All (EFA)’ oder die ‚Millennium Development Goals (MDGs)’, auf die laotische Erwachsenenbildungspolitik und -praxis auszuloten: Wie werden die Beschlüsse der UN Vollversammlung zur Entwicklung der Menschheit in laotische Politikentwürfe umgesetzt? Wie verändert sich die Realität, insbesondere auch in entlegenen Gebieten des Landes – in der Überschrift symbolisiert durch den Nong-Distrikt, einen der ärmsten Bezirke des Landes mit einer Bevölkerungsmehrheit nicht-laotischer Ethnien? Diese Fragestellungen sind insbesondere für Länder wie Laos von Relevanz, da große Teile der EFA-Agenda und die gesamten MDGs ja gerade für den sogenannten ‚globalen Süden’ als Zielvorgaben gedacht waren. Es wird also mit einiger Berechtigung zu analysieren sein, ob diese, und wenn ja, wie diese Beschlüsse sich in Politik und Praxis wiederfinden. Um diese Fragen beantworten zu können, werden zunächst einige zentrale Rahmenbedingungen und Akteure benannt und eingeordnet. Der Schwerpunkt der Analyse wird auf der non-formalen Bildung liegen, einem oftmals vernachlässigten Sub-Sektor des Bildungssystems. Allerdings wird es insbesondere bei der Darstellung der Rahmenbedingungen unumgänglich sein, das gesamte Bildungssystem in den Blick zu nehmen.","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128673831","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":"Zur Relevanz regionaler und kommunaler Akteurskonstellationen für das Weiterbildungsverhalten","authors":"Andreas Martin, Klaus Schömann","doi":"10.7788/IJBE-2015-0109","DOIUrl":"https://doi.org/10.7788/IJBE-2015-0109","url":null,"abstract":"","PeriodicalId":185302,"journal":{"name":"Internationales Jahrbuch der Erwachsenenbildung","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125255495","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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