Wirtschaftswissen neu verhandeln. Economic Literacy mittels Psychodrama

Economic Literacy ist ein politischer und demokratischer Ansatz. Er entstand in den 1980er Jahren im Kontext der Internationalen Frauenbewegung. Angelehnt an die Pädagogik der Befreiung von Paulo Freire, soll dabei Wirtschaftswissen in gemeinschaftlicher Auseinandersetzung gestaltet und veränderbar gemacht werden. Die beiden Autorinnen stellen in diesem Beitrag ihre Bildungsarbeit vor. Sie plädieren in der Tradition eines feministisch inspirierten Hinterfragens neoliberaler Konzepte für ein Wirtschaftswissen, das die Lebensdienlichkeit der Ökonomie ins Zentrum stellt. Mittels der Methode des Psychodramas suchen sie Antwort auf Fragen wie: Wem wird die Kompetenz (nicht) zugeschrieben, über Wirtschaft zu sprechen? Welche AkteurInnen mit welchen Interessen bekommen den Raum, ihre wirtschaftlichen Positionen kundzutun? Wer hält die Deutungsmacht über das "richtige" Wirtschaftswissen, wer die Macht zu entscheiden? Wirtschaftswissen soll so neu verhandelt werden, die Wirtschaftsexpertise von Frauen sichtbar gemacht und letztlich die Frage virulent werden: Wie wollen wir, als Gesellschaft, die Bereitstellung von lebensnotwendigen Gütern und Dienstleistungen gestalten? (DIPF/Orig.)

„Extremismus – Was tun?“ Ein Bildungsangebot der AK Oberösterreich im Spannungsfeld aktueller demokratiepolitischer Entwicklungen

Auch im betrieblichen Umfeld kann die Ausbreitung radikalistischer, rassistischer und rechtsextremer Tendenzen beobachtet werden. Was kann die gewerkschaftliche Weiterbildung im Rahmen der politischen Erwachsenenbildung hiergegen unternehmen? In der Arbeiterkammer Oberösterreich wurde eine Seminarreihe mit dem Titel "Extremismus - Was tun?" konzipiert, die sich in erster Linie an Betriebsrätinnen und Betriebsräte richtet. In insgesamt acht Einzelveranstaltungen sollen die Problematik von Alltagsrassismus, eigenen Vorurteilen, neuen gesellschaftlichen Entwicklungen und vor allem der Umgang mit diesen Herausforderungen im betrieblichen Umfeld erörtert werden. Der vorliegende Beitrag beschreibt die konzeptuellen Vorüberlegungen und Leitlinien der Bildungsarbeit der Arbeiterkammer und die Grundlagen, die Ausgestaltung und die Umsetzung dieses im Frühjahr 2016 gestarteten Erwachsenenbildungsprogramms. (DIPF/Orig.)

Relatos biográficos de professores/educadores de adultos: a ação das coordenações concelhias no âmbito do plano integrado de desenvolvimento regional (PIDR) do nordeste algarvio

Esta investigação é centrada nos discursos produzidos por oito professoras que atribuíram sentidos à sua vida e contribuíram para construção de conhecimento sobre a educação de adultos, no contexto do projeto integrado de desenvolvimento regional do nordeste algarvio, na década de 80. Os relatos biográficos revelaram formas e sentidos múltiplos sobre as várias transições biográficas em que as professoras construíram novas identidades de aprendizagem, integraram novos saberes e viveram diferentes contextos de interação humana. A investigação também permitiu caracterizar as diferentes experiências e práticas educativas no campo da educação de adultos. Decorrente das conclusões, damos o nosso contributo através de uma proposta que consideramos estratégica para a reconfiguração e revalorização de uma educação de adultos de raiz humanista e democrática, para todas as pessoas, por forma a provocar a mudança na sociedade em que todos devem ser sujeitos ativos e comprometidos com a transformação social; ABSTRACT: Biographical Accounts of Teachers I Adult Educators This investigation is focused on the discourses produced by eight teachers who gave meanings to their lives and contributed to the building of knowledge on adult education, within the project of regional development of the northeast Algarve, during the 80s of the XX century. Their biographical accounts revealed the multiple senses on the various biographical transitions in which teachers built new learning identities, integrated new knowledge and lived different contexts of human interaction. This research also allowed to characterize the different experiences and educational practices in the field of adult education. As a consequence of the conclusions, we built a strategic proposal towards the reshaping and revaluing of adult education. This is a proposal to achieve a concept of democratic adult education inspired in the humanist paradigm, which tries to foster societal change, in which all should be active citizens engaged with social transformation processes.

The impact of household size on poverty: An analysis of various low-income townships in the Northern Free State region, South Africa

Poverty is a multi-dimensional socio-economic problem in most sub-Saharan African countries. The purpose of this study is to analyse the relationship between household size and poverty in low-income communities. The Northern Free State region in South Africa was selected as the study region. A sample of approximately 2 900 households was randomly selected within 12 poor communities in the region. A poverty line was calculated and 74% of all households were found to live below the poverty line. The Pearson’s chi-square test indicated a positive relationship between household size and poverty in eleven of the twelve low-income communities. Households below the poverty line presented larger households than those households above the poverty line. This finding is in contradiction with some findings in other African countries due to the fact that South Africa has higher levels of modernisation with less access to land for subsistence farming. Effective provision of basic needs, community facilities and access to assets such as land could assist poor households with better quality of life. Poor households also need to be granted access to economic opportunities, while also receiving adult education regarding financial management and reproductive health.

Learning to construct our identities over the life course: a study with lesbian, gay, bisexual and transgender adults in Scotland

To date, adult educational research has had a limited focus on lesbian, gay, bisexual and transgendered (LGBT) adults and the learning processes in which they engage across the life course. Adopting a biographical and life history methodology, this study aimed to critically explore the potentially distinctive nature and impact of how, when and where LGBT adults learn to construct their identities over their lives. In-depth, semi-structured interviews, dialogue and discussion with LGBT individuals and groups provided rich narratives that reflect shifting, diverse and multiple ways of identifying and living as LGBT. Participants engage in learning in unique ways that play a significant role in the construction and expression of such identities, that in turn influence how, when and where learning happens. Framed largely by complex heteronormative forces, learning can have a negative, distortive impact that deeply troubles any balanced, positive sense of being LGBT, leading to self- censoring, alienation and in some cases, hopelessness. However, learning is also more positively experiential, critically reflective, inventive and queer in nature. This can transform how participants understand their sexual identities and the lifewide spaces in which they learn, engendering agency and resilience. Intersectional perspectives reveal learning that participants struggle with, but can reconcile the disjuncture between evolving LGBT and other myriad identities as parents, Christians, teachers, nurses, academics, activists and retirees. The study’s main contributions lie in three areas. A focus on LGBT experience can contribute to the creation of new opportunities to develop intergenerational learning processes. The study also extends the possibilities for greater criticality in older adult education theory, research and practice, based on the continued, rich learning in which participants engage post-work and in later life. Combined with this, there is scope to further explore the nature of ‘life-deep learning’ for other societal groups, brought by combined religious, moral, ideological and social learning that guides action, beliefs, values, and expression of identity. The LGBT adults in this study demonstrate engagement in distinct forms of life-deep learning to navigate social and moral opprobrium. From this they gain hope, self-respect, empathy with others, and deeper self-knowledge.

Regulatory governance of ‘training markets’, ‘market failure’, and ‘quasi’ markets: historical dimensions of the post-initial training market in the Netherlands

This article examines regulatory governance of the post-initial training market in The Netherlands. From an historical perspective on policy formation processes, it examines market formation in terms of social, economic, and cultural factors in the development of provision and demand for post-initial training; the roles of stakeholders in the longterm construction of regulatory governance of the market; regulation of and public providers; policy responses to market failure; and tripartite division of responsibilities between the state, social partners, commercial and publicly-funded providers. Historical description and analysis examine policy narratives of key stakeholders with reference to: a) influence of societal stakeholders on regulatory decision-making; b) state regulation of the post-initial training market; c) public intervention regulating the market to prevent market failure; d) market deregulation, competition, employability and individual responsibility; and, e) regulatory governance to prevent ‘allocative failure’ by the market in non-delivery of post-initial training to specific target groups, particularly the low-qualified. Dominant policy narratives have resulted in limited state regulation of the supply-side, a tripartite system of regulatory governance by the state, social partners and commercial providers as regulatory actors. Current policy discourses address interventions on the demand-side to redistribute structures of opportunity throughout the life courses of individuals. Further empirical research from a comparative historical perspective is required to deepen contemporary understandings of regulatory governance of markets and the commodification of adult learning in knowledge societies and information economies. (DIPF/Orig.)

The interaction of economic and pedagogical ideals in the context of workplace learning in Germany: a framework for empirical research – inspired by business ethics

As an effect of marketisation, the importance of workplace learning in Germany has increased. The article follows up on the long-standing discourse around the question of how economic and pedagogical ideals interact in this context. In order to develop a theoretical framework for empirical research, three major positions of the discipline of business ethics are introduced. Business ethics in more abstract ways deals with the very same question, namely how do ideas such as profit orientation interact with other norms and values? The new perspectives show that the discourse has been hitherto based on a specific understanding of economy. In order to derive an empirical answer to the research question, the question is re-formulated as follows: Which values are inherent in the decisions taken? Consequently, it suggests using the concept of ‘rationalities of justification’ for empirical research. The article shows how this concept can be applied by conducting a test run. (DIPF/Orig.)

Mind the gap! An exploration of the role of lifelong learning in promoting co-production and citizenship within social care for older people

Contemporary themes in public policy have emphasised co-productive approaches within both the access and provision of support services to older people. This paper provides a cross disciplinary exploration from its respective authors perspectives on social work and educational gerontology to examine the potential for lifelong learning and learning interventions from which co-production with those using social care services in later life might be better facilitated. Using an example from the UK, we specifically elicit how co-produced care can enhance the horizon of learning and learning research. The synthesis of ideas across these two disciplines could enrich understanding and provide essential levers for moving towards empowerment and emancipation by engaging with a more co-productive approach in social care for older people. (DIPF/Orig.)

Community School of São Miguel de Machede: A decade of Learning

the Community School of São Miguel de Machede exists since 1998. A model of Community Education has been developed in this decade of existence, which not being confined to the frequent profiles of the most common approaches in Adult Education, has been the result of a process of symbiosis between a practice that normally precedes the conceptualization and a thought which has always expressed the concern of interpreting and enrich that practice. Setting on a model of learning based on the PADéCA – Program of Helping the Development of the Capacity to Learn, proposed by Berbaum (1988), the Community School of São Miguel de Machede has been developing several activities centred on a fundamental concern: to create easy and qualified accesses, in this community (council of Evora), so that the respective members can learn to exercise their principal rights of citizenship, in the territory where they live and in a circumstance of equality of opportunities in relation to the remaining fellow countrymen. Being a project with a decade of life, it is now possible to speak of a history full of stories and learning experiences, which occurred as a result of a rich interaction between the initial thoughts and impulses of the theoretical approaches and a reality full of unexpectedness, mutability and humanity resulting from the complexity that a living community presents, with a history and a present, but not always with clear and positive idea about the respective future.

Saúde e remédios caseiros

Inserido no âmbito do Projeto Europeu “My Food My Medicine” (Meu Alimento Meu Medicamento), que tem como ideia base o conselho de Hipócrates de que a nossa alimentação deve ser o nosso medicamento, realizou-se um Trabalho de Projeto de formação sobre a manutenção da saúde através da promoção de uma alimentação saudável e pela recuperação do uso de receitas tradicionais/caseiras de medicamentos naturais usados ancestralmente na resposta aos distúrbios de saúde mais comuns. Objetivos Gerais: O principal objetivo do projeto é levar os participantes a compreender os princípios e receitas da medicina tradicional e natural, as características dos ingredientes e os seus benefícios para a saúde. Metodologia: Elaboração de um projeto de formação com materiais educativos, testados pela sua aplicação, e realização de questionários a formadores e formandos. Resultados: Verificou-se algum conhecimento por parte dos formandos de grande parte das receitas de remédios caseiros, embora por vezes com alguma desconfiança da sua eficácia, acreditamos terem ficado com intenção de usar a maior parte das receitas expostas pela sua facilidade de elaboração e pela valorização crescente da tradicionalidade e ancestralidade, julgamos desta forma poder ter contribuído para a promoção e manutenção da saúde; Abstract: As part of the European Project "My Food My Medicine” which has as its central idea the Board of Hippocrates that our food should be our medicine i.e., a healthy diet is the foundation of a healthy life, this report presents an educational project about the maintenance of health through the promotion of healthy eating that is reflected also by the use of natural medicines based on homemade/traditional recipes used ancestrally that respond to the most common health disorders. Objectives: Take the participants to understand the basic principles and the recipes of traditional medicine, the characteristics of the ingredients and their health benefits. Methodology: Development of an educational project and educational materials, tested trough out its implementation, and conducting questionnaires to trainers and trainees. Results: The objective was accomplished. It was found some familiarity on the part of the graduates of most recipes for home remedies although sometimes with some distrust of their validity. The schooling contributed to health promotion. The trainees demonstrated the intention to use the recipes exposed as a way to maintain a healthy life.

Folk schools: Um estudo de caso

O presente trabalho tem como âmbito de estudo o campo da educação não formal. Trata-se de uma investigação qualitativa descritiva, com o objectivo geral de descrever todos os aspectos da actividade de uma folk school, um espaço de educação não formal, situada no sul da Dinamarca, sob as perspectivas de professores e alunos. Participaram neste estudo três entidades que fazem parte deste modelo de educação não formal, tendo sido realizadas entrevistas ao Director, a três professores e a sete alunos. Para a recolha de dados foi utilizado um guião de entrevista semi-estruturada. Os dados recolhidos pelas entrevistas foram organizados em categorias e foi realizada a análise de conteúdo. Como resultado deste estudo temos a descrição do funcionamento da escola analisada, bem como testemunhos da forma como este tipo de educação desenvolve o espírito de comunidade e cidadania, potenciando, também, o desenvolvimento pessoal e profissional. /ABSTRACT: This work develops in the study field of non-formal education. It is a descriptive, qualitative research, with the overall aim of describing all aspects of the activity of a folk school, located in southern Denmark, an institution of non­formal education, seen through the perspectives of both teachers and students. Three entities that are involved in this type of non-formal education have participated in present study, so the director, three teachers and seven students were interviewed. ln order to collect data we applied semi-structured interviews. The data thus obtained in the interviews was organized into categories and, afterwards, their content was analyzed. From this study results the description of the activity done in the school studied, as well as the testimony of how this kind of education develops a spirit of community and citizenship, also enhancing the personal and professional development and improvement.

Os inéditos-viáveis na e da formação continuada de professores que ensinam matemática nos anos iniciais da educação de jovens e adultos

Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2016.

Part-time and fractional staff in the learning and skills sector

This Universities and College Union Launch Event presentation reported on the findings of Learning and Skills Research Network (LSRN) London and South East (LSE) Regional Research Project. The presentation reflected on research carried out during 2002-06 on the development and deployment of part-time staff in the Learning and Skills Sector. Although the lifelong learning sector is the largest UK education sector, little attention has as yet been paid to the role of LSC sector part-time staff. Worrying trends of an increasing casualisation of staffing have been reported. The role of part-timers as highly committed (philanthropic) but generally underpaid and exploited staff (ragged-trousered) emerged from the data collected by this investigation, which examined the role of part-timers in several colleges and adult education institutions in London and the South East. The metaphor of the 'ragged-trousered philanthropist' was consciously selected to investigate the interactivity between philantrophy, employment practices for PT staff, and education as social action, in addressing the need for good practice to achieve quality outcomes in learning and teaching. The results are to some extent transferable to other education and training sectors employing part-time staff, e.g. higher education institutions and work-based training organisations.

Samhällskunskapens dimensioner : Tio lärare ramar in sitt ämne

Denna samhällskunskapsdidaktiska studies syfte är att undersöka vad samhällskunskapslärare själva upplever som de viktigaste påverkansfaktorerna för transformeringen av samhällskunskap som skolämne till samhällskunskap som undervisning utifrån didaktiska frågor som Vad?, Hur? och Varför?, samt hur detta upplevs förändrats över en tidsperiod om cirka tjugo år eller mer. Studien bygger på hermeneutisk-fenomenologisk livsvärldsansats där fenomenologisk beskrivning och hermeneutisk tolkning är centralt. Empirin utgörs av intervjuer med tio samhällskunskapslärare med lång yrkeserfarenhet från högstadium, gymnasium eller vuxenutbildning. Resultatet tematiseras utifrån inspiration från ramfaktorteoretiska utgångspunkteri fyra dimensioner av påverkansfaktorer, vilka är Den personliga dimensionen, Den didaktiska dimensionen, Den styrande dimensionen och Den samhälleliga dimensionen. Var och en av dessa dimensioner delas upp i ett antal variationer. Dimensionerna är konstruerade utifrån principen om det personligt nära till det samhälleligt distanserade. Utöver dessa dimensioner har en aspekt på dessa lagts till. Det är Den elevnära aspekten vars innehåll utgörs av eleverna som påverkansfaktor för hur undervisningen blir. Lärarna i studien pratar aldrig om eleverna som påverkansfaktor utan att koppla detta till någon av de fyra dimensionerna. Slutsatser som dras i studien är att de tio lärarna alla har mycket olika berättelserom vad de uppfattar som viktigaste påverkansfaktorer. Några lägger mest fokus på sin personliga bakgrund eller personliga intressen. Andra fokuserar mer på didaktiska idéer, på styrdokument eller på organisatoriska ramar. Studien visar också att lärarna alla har en eller ett par dominerande dimensioner som dels syns mest i berättelsen, dels också påverkar hur de pratar om de andra dimensionerna. Lärarnas berättelser visar även att de upplever att undervisningen och vad som påverkar denna påtagligt förändras över tid. Studiens viktigaste bidrag är kanske att den exemplifierar teoretiska perspektiv. Inte minst genom att belysa att vad som påverkar undervisningen i ett ämne är så komplext att den ramfaktorteoretiska byggnadsställningen måste anpassas efter den specifika undersökningen med dess frågeställningar och undersökningsmaterial.

Asociación de las violencias física, sexual y comunitaria con el embarazo en adolescentes: análisis multinivel

Objetivos Determinar si existe asociación entre la exposición a violencia, experimentada a nivel individual o municipal, y el embarazo adolescente en mujeres Colombianas entre 13 y 19 años de edad que contestaron la Encuesta de Demografía y Salud en el año 2010. Métodos Estudio de corte transversal, nacional y multinivel. Se tomaron datos de dos niveles jerárquicos: Nivel- 1: Datos individuales de una muestra representativa de 13.313 mujeres entre 13 y 19 años de edad provenientes de La Encuesta Nacional de Demografía y Salud del año 2010 y Nivel- 2: Datos municipales de 258 municipios provenientes de las estadísticas vitales del DANE. Resultados La prevalencia del embarazo adolescente fue del 16.8% IC 95% [16.2-17.4]. El análisis mostró que la asociación entre embarazo adolescente y violencia tanto individual, representada como violencia sexual [OR= 6.99 IC99% 4.80-10.10] y violencia física [OR= 1.74 IC99% 1.47-2.05] así como la violencia municipal medida con tasas de homicidios altas [OR= 1.99 IC99% 1.29-3.07] y muy altas [OR= 2.10 IC99% 1.21-3.61] se mantuvo estadísticamente significativa después de ajustar por las variables: Edad [OR= 1.81 IC99% 1.71-1.91], ocupación [OR= 1.62 IC99% 1.37-1.93], educación primaria o sin educación [OR= 2.20 IC99% 1.47-3.30], educación secundaria [OR= 1.70 IC99% 1.24-2.32], asistir al colegio [OR= 0.18 IC99% 0.15-0.21], conocimiento en la fisiología reproductiva [OR= 1.28 IC99% 1.06-1.54], el índice de riqueza Q1, Q2, Q3 [OR= 2.18 IC99% 1.42-3.34], [OR= 2.00 IC99% 1.39-2.28], [OR= 1.82 IC99% 1.92-2.25] y alto porcentaje de Necesidades básicas insatisfechas a nivel municipal [OR= 2.34 IC99% 1.55-3.52]. Conclusiones Este estudio mostró una relación significativamente estadística entre la violencia sexual y física con el inicio de relaciones sexuales y embarazo adolescente después de controlar por factores sociodemográficos y conocimientos en reproducción sexual en mujeres colombianas de 13 a 19 años en el año 2010. Esta asociación debe continuar siendo estudiada para lograr optimizar las estrategias de prevención y disminuir la tasa actual de embarazos adolescentes en el país y sus consecuencias.