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Cultures of Program Planning in Adult Education

Concepts, Research Results and Archives


Edited By Bernd Käpplinger, Steffi Robak, Marion Fleige, Aiga von Hippel and Wiltrud Gieseke

This book is a unique approach in relating mutually international and comparative research from scholars on program planning for adults. Program planning is about needs, finding topics, making offers and bundling different contents. It makes organizations of adult education visible and contributes to their existence and is therefore a core activity of the professionals in adult education. The volume originates from an international conference hosted by Leibniz-University Hannover, which was organized by a plural expert group with key actors at Humboldt-University Berlin and the German Institute for Adult Education. The authors demonstrate the unique research method program analysis and present archives which offer an established infrastructure for heterogeneous research questions.

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Programs, Program Research, Program-planning Activities – Rhizome-like Developments (Wiltrud Gieseke)


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Wiltrud Gieseke

Programs, Program Research, Program-planning Activities – Rhizome-like Developments

Abstract: The differentiation of the adult/further education market and its expansion and changes has so far been studied but in a limited way. There are quite stable public institutions which are co-financed by law (e.g. adult education centers). In addition, special financial flows in companies and within certain political contexts have developed. However, these ad hoc additional forms of financing are all based on different themes and program priorities. Therefore, program research is of particular importance in mapping out the adult/further education landscape. The theoretical works of Deleuze & Guattari help describe the current developments. For at least a decade now, program research has included certain differentiations which are presented below.

1.  Adult education/further education – A field that needs to be researched

Adult education/further education is characterized by a complex, manifold, and differentiated shape and development. Its educational mandate and its mission to provide qualification combined with a claim to the development of the individual during the post-school, post-university phase is pursued from both the company-related and the individual’s perspective. The combination of the terms adult education and further education in itself, and even more so a closer look at the diverse programs, illustrates that further/continuing education does not only refer to a continuation of vocational/work-related education in the sense of schooling. Still, adult education/further education is often reduced to a method of catching up on degrees in the...

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