Bildungspolitische Steuerungspotentiale im Feld der Weiterbildung

  • Education is one of the most important factors for the cultural, economic, political, and social development of modern societies. Consequently, all areas of education are increasingly moving into the focus of political governance demands of actors on both national and supranational levels. The achievement of such political objectives, however, poses major challenges for the actors. Especially the area of continuing education is characterized by a high degree of heterogeneity on all levels of action. Therefore, continuing education often resists direct interventions of political actors. The present cumulative thesis presents four studies that examined the political governance potentials in the area of continuing education for actors on the national and the supranational levels. The chances of successful interventions concerning the typical functions of the education system in modern society and the corresponding political objectives were analyzed on different levels of action. It was of special interest, which level of action is most suitable for political governance and what mode of coordinated social action is particularly effective. A multi-level model of continuing education was used as the basis for this research. The results show that the national framework represents a highly relevant context of continuing education behavior. Furthermore, public spending on education increases the participation of the adult residential population, with low-skilled persons especially benefitting from these expenditures. Public spending on education was used as a proxy for the degree of decommodification of the education system. Regional and local contexts, however, turn out to be less important contexts of continuing education behavior. The strongest effect on the continuing education behavior can be seen for the context of counties and cities. In addition, these administrative spatial divisions are of particular importance as coordination frameworks of regional continuing education landscapes at the level of the institutional environment of continuing education organizations. Here, the effects of politically initiated education networks on the continuing education behavior of the entire population as well as for educationally disadvantaged subpopulations were examined. The analyses identified a small but significant effect only for low-skilled males. At the level of action of the further education organizations, it was examined to what extent cooperation between continuing education centers and other institutions, as laid down in the further education laws of most federal states in Germany, are suitable for implementing additional participations and for opening up previously inaccessible participation potentials. The results show that cooperation allows for additional course offerings, which are accompanied by additional participation. Furthermore, cooperation provides a chance for adult education centers to gain new groups of participants in the long term.

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Publishing Institution:IRC-Library, Information Resource Center der Jacobs University Bremen
Granting Institution:Jacobs Univ.
Author:Andreas Martin
Referee:Klaus Schömann, Adalbert Wilhelm, Josef Schrader
Advisor:Klaus Schömann
Persistent Identifier (URN):urn:nbn:de:gbv:579-opus-1008042
Document Type:PhD Thesis
Date of Successful Oral Defense:2018/04/05
Date of First Publication:2018/05/22
Academic Department:Social Sciences & Humanities
PhD Degree:Sociology
Focus Area:Diversity
Call No:Thesis 2018/9

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