Concepts, Research Results and Archives
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.
Programs and Cooperation in “Adjunctive” Adult Education – The Example of Arts Education in Museums in Germany (Marion Fleige / Inga Specht)
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Marion Fleige & Inga Specht
Programs and Cooperation in “Adjunctive” Adult Education – The Example of Arts Education in Museums in Germany
Abstract: In addition to organized and genuine adult education institutions (i.e., Volkshochschulen/adult education centers), there exists a recently growing body of so-called “adjunctive” organizations whose primary purpose is not adult education, but who still undertake educational tasks (e.g., cultural institutions such as museums, opera houses, theatres, church congregations) (Gieseke 2008; Gieseke/Opelt 2005a,b). This article addresses programs in the field of “adjunctive” adult education. In doing so, it makes some comparisons to adult educational institutions in the field of arts education, especially the Volkshochschulen. A recent analysis of programs on German museum educational centers (Specht/Fleige 2016) forms the main focus of this paper. Furthermore, we will emphasize the issue of cooperation between different (educational) institutions that play a particular role in the field of cultural/arts education for adults. Additionally, we will discuss the connection between different types of programs and organizations/institutions in adult education in the context of a wider theoretical framework (cf. articles by Gieseke as well as Fleige and Robak included in this volume).
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