Dropout in der Erwachsenenbildung
Bernhard Schmidt
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Bernhard Schmidt, Dropout in der Erwachsenenbildung (2011), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2011 #02, S.203
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Beschreibung / Abstract
Zusammenfassung: Für den Bereich der Erwachsenenbildung wird der Dropout-Begriff weit gefasst, so dass er neben Kursabbrüchen auch das Nichtzustandekommen von geplanten Weiterbildungsaktivitäten sowie die Nicht-Teilnahme bislang sehr bildungsaktiver Erwachsener umfasst. Vor diesem Hintergrund können aus den Daten des Adult Education Survey und der EdAge-Studie einige Hinweise auf Ursachen von Dropout in der Erwachsenenbildung gewonnen werden. Diese werden in einen breiteren theoretischen Rahmen eingeordnet, der die Ebenen Person, Maßnahme und Rahmenbedingungen differenziert und dabei insbesondere auf die Relevanz einer prozessualen Betrachtung verweist.
Stichwörter: Kursabbruch, Weiterbildung, Erwachsenenbildung
Abstract: In the field of adult education, the term drop-out is used in a rather broad sense, encompassing course interruption, cancellation of initially planned activities in further education, as well as non-participation of so far educationally rather active adults. Against this background, the data provided by the Adult Education Survey and the EdAge Study allow drawing some conclusions as to the reasons for dropping out from adult education. These findings are placed within a broader theoretical framework, which differentiates between the levels of the individual, the measure, and the framework conditions and thus points out the importance of a procedural analysis, in particular.
Key words: drop-out, further education, adult education
Stichwörter: Kursabbruch, Weiterbildung, Erwachsenenbildung
Abstract: In the field of adult education, the term drop-out is used in a rather broad sense, encompassing course interruption, cancellation of initially planned activities in further education, as well as non-participation of so far educationally rather active adults. Against this background, the data provided by the Adult Education Survey and the EdAge Study allow drawing some conclusions as to the reasons for dropping out from adult education. These findings are placed within a broader theoretical framework, which differentiates between the levels of the individual, the measure, and the framework conditions and thus points out the importance of a procedural analysis, in particular.
Key words: drop-out, further education, adult education