Suchergebnisse

Lernen findet immer und überall statt. Es ist eine wichtige Voraussetzung für gesellschaftliche Teilhabe, aber auch Grundlage für technologischen Fortschritt, Innovation und wirtschaftliches Wachstum. Neben dem institutionalisierten und stark formalisierten Lernen in Schulen und Hochschulen kommt der Weiterbildung eine besondere Rolle zu, da sie insbesondere Erwachsenen, die das formale Bildungssystem verlassen haben, um zu arbeiten bzw. um dem Arbeitsmarkt zur Verfügung zu stehen, eine relativ flexible Lernform bietet, um Wissen und Fähigkeiten aufzufrischen und Wissenslücken zu schließen. Volkswirtschaften wie Deutschland, die stark auf wissensintensive Branchen setzen, haben daher einen besonderen Bedarf an einem gut funktionierenden Weiterbildungssektor. Tatsächlich ist sowohl der Anteil der in Deutschland lebenden Personen, die an Weiterbildung teilnehmen, als auch der Anteil an Betrieben in Deutschland, die Weiterbildung fördern, in den letzten Jahren gestiegen. Aber wie macht sich Deutschland im Ländervergleich? [.]

Reply to: Setting Policy Agenda for the Social Dimension of the Bologna Process, by Yasemin Yagci doi:10.1057/hep.2013.38 (published online 7 Jan 2014)

This publication is a compendium of key indicators on the social dimension of higher education. It presents the findings of the 4th round of the EUROSTUDENT project, to which 25 countries forming part of the European Higher Education Area have contributed. With a view to obtaining internationally comparable data on the social and economic conditions of student life in Europe, more than 200,000 students were surveyed by the 25 national partners between 2008 and 2011.
The thematic design of this report reflects a lifelong learning student's course of study, from transition into higher education to a forecast on future studies. It concentrates on 3 main topic areas: access to higher education and the organisation of studies, students' resources and expenses as well as international student mobility.
The Synopsis of Indicators intends to contribute to the ongoing process of establishing a European-wide monitoring infrastructure on the social dimension of higher education, thereby inspiring policy debates and further research in the field.
"This Synopsis of Indicators, together with the associated national reports and the online data base, provide an important resource for higher education policy makers and researchers."
(Extract from Foreword by Prof. Patrick Clancy)

The EUROSTUDENT report is based on a unique dataset covering more than 120,000 students in 23 European countries. The surveyed students provided information on the social and economic conditions of their life. In essence, the EUROSTUDENT dataset describes a biography from entrance into a higher education system, to study conditions during studies, and finally to exit from the higher education system. Additionally, it covers temporary international mobility. The analysis offers the chance to review common practices and their effectiveness in the light of European trends and with the insight that alternatives are possible and, in some cases, actually being practiced by neighbouring countries.

Foreword by the Assistant Director-General for Education, UNESCO, Ms Stefania Giannini and by the President and CEO, Commonwealth of Learning, Professor Asha Kanwar ; Includes bibliography

Against the backdrop of the changing further education systems within Europe within the scope of the Bologna process this report provides information about the social and economic framework conditions of studies in Germany's further education system. The conditions in life and studies of students at German Universities are compared to those of students in other European countries. The international comparison is based on a survey of more than 200,000 students carried out in the period between 2008 and 2010 in 25 countries.
This report covers nine different topics, from accessing the University and financing the studies to studies-related foreign mobility. In addition to the European comparison, further in-depth national analyses for Germany are presented. The synopsis of both levels allows for a standardised international comparison under consideration of the specific University context in Germany.
This report is a significant contribution to the ongoing debate about the "social dimension of University education" in Germany as well as in the foreign countries within Europe and represents a starting point for further policy-relevant analyses.