Book Reviews – Buchbesprechungen – Analyses Bibliographiques: AYDIN, HAYRETIN, and REYHAN GÜNTÜRK. 2003. Adult Continuing Education in Turkey: Final Report on the Investigation into the Current Situation and the Potential for Development with Particular Reference to Opportunities for German-Turkish and European-Turkish Cooperation. Bonn: The Institute for International Cooperation of the German Adult Education Association (IIZ/DVV). 85 pp. ISBN 3-88513-811-5

2005 ◽  
Vol 51 (2-3) ◽  
pp. 235-236
Author(s):  
Ozlem Unluhisarcikli
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
International Cooperation ◽  
Current Situation ◽  
Final Report ◽  
Education Association ◽  
Adult Continuing Education ◽  
Education In Turkey ◽  
German Adult

Obuke nastavnika kao doprinos jačanju kapaciteta za razvoj osnovnog obrazovanja odraslih u Bosni i Hercegovini

2021 ◽  
Vol 20 (1_2 2020) ◽  
pp. 57-78
Author(s):  
Violeta Orlović Lovren ◽  
Jovan Miljković ◽  
Svjetlana Tubić
Keyword(s):  
Adult Education ◽  
International Cooperation ◽  
Bosnia And Herzegovina ◽  
Methodological Approach ◽  
Political Context ◽  
Project Activity ◽  
Education Association ◽  
Insight Into ◽  
German Adult

The paper is dedicated to the analysis of the effects from teacher trainings which were developed and applied in Bosnia in Herzegovina (B&H), as a project activity within the larger project titled ''Support for adult education: subsequent acquisition of elementary adult education'', which was implemented during 2012-2013 by the GIZ and the Institute for International Cooperation of German Adult Education Association (DVV International), Office in Bosnia and Herzegovina. The reasons for initiating this training and the analysis of its effects are considered in a specific socio-historical and educational-political context, in order to analyze not only the inherited problems of illiteracy, but also the conditions in which the capacity for their resolution and building of a system of adult education are developing today. The methodological approach and findings of the research are presented, which is based on estimates of the teachers on the effects of the training in which they participated. Bearing in mind the insight into the context and findings of the research, possible directions for improvement in this field are suggested.

PEER ASSESSMENT IN ADULT EDUCATION: CHALLENGES AND OPPORTUNITIES

2019 ◽  
Vol 5 ◽  
pp. 148
Author(s):  
Anžela Jurāne-Brēmane
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Teaching Methods ◽  
Peer Assessment ◽  
Structured Interviews ◽  
Main Research ◽  
Challenges And Opportunities ◽  
Emotional Aspects ◽  
Adult Continuing Education

Adult education as a part of lifelong learning requires the use of modern teaching methods. Peer assessment is topical as it promotes the involvement of participants in the learning process more actively. The research aim is to explore challenges and opportunities of peer assessment in adult education. Structured interviews were used to achieve the aim of the research and to answer the question: what are the challenges and opportunities of peer assessment mentioned by participants of adult continuing education course. Main research results are related to opportunities of experience sharing, better understanding of the topic, but challenges relies to refers to lack of the ability to comment and emotional aspects.

Course Profiles and Participation in German Adult Education Centers During Times of Migration: A Longitudinal Study

2020 ◽  
pp. 074171362098254
Author(s):  
Andreas Martin ◽  
Julia Sophia Granderath ◽  
Ina Elisabeth Rüber
Keyword(s):  
Longitudinal Study ◽  
Adult Education ◽  
Continuing Education ◽  
Fixed Effects ◽  
German State ◽  
Research And Practice ◽  
Increasing Demand ◽  
The Impact ◽  
German Adult

The increasing demand for integration courses in Germany (especially due to the crisis-induced migration of refugees) has raised the question in research and practice of how this change affects the supply and participation of continuing education providers. To address this issue, the present study explores the impact of increasing integration course counts and participation on regular course counts and participation in German state-funded public adult education centers (Volkshochschulen; VHS), which are the main providers of integration courses. For this, we apply longitudinal fixed effects analyses to the VHS statistics. Controlling for VHS-specific trends, we find that on average, an increase in integration course counts slightly decreases regular course counts. Regarding participation, we observe the opposite: Increasing participation in integration courses leads to a small increase in participation in regular courses.

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