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.
A Comparative Inter-Institutional Perspective on Program Planning in Germany (Lisa Marie Lorenz / Claudia Pohlmann)
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Lisa Marie Lorenz & Claudia Pohlmann
A Comparative Inter-Institutional Perspective on Program Planning in Germany
Abstract: In our contribution we present selected empirical findings from our PhD-projects which refer to the idea of program planning as a convergence action (“Angleichungshandeln”) according to Wiltrud Gieseke’s approach. Whereas Gieseke and her team explored program planning in religious denominations of adult education, Claudia Pohlmann compares in her study program planning in different further education institutes and the study of Lisa Marie Lorenz focuses on program planning of a commercial provider in national and international contexts. By presenting both research projects we outline different strategies and practices of program planning.
Programs entail various interpretations of historical and current social, economic, and educational developments guided by planners within diverse institutional contexts (cf. Gieseke/Opelt, 2003). Consequently program planning can be firstly regarded as a main task in the field of adult education (cf. Kraft, 2009, pp. 410 f.), because planners undertake a multitude of pedagogical actions to pick up needs and demands while transferring them into their learning concept and content structures. Secondly adult education in Germany is – apart from its high societal relevance – limitedly guided by state, which leads to a growing adult education market with different provider forms, a huge variety of contents, topics and institutional focal points as well as mixed financial resources. Because of that heterogeneity and varying influences effective on planning processes, research on program planning needs...
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