02 SES 13 B, Transitions in Partnerships in VET
This paper presents the results of a study financed by the German Research Foundation and carried out between June 2013 and May 2015. The purpose of the study is to explore the process of program planning in German enterprises: In what way is it influenced by different stakeholders? What are the links between process (program planning) and output (training program)? Continuing vocational training (CVT) is extremely important in Germany. 70 % of the education and training activities (formal and non-formal) covered by the Adult Education Survey, conducted in 2011 by the European Union, are carried out during paid working hours or are at least partially paid for by the employers. Nevertheless, the differing interests of all stakeholders involved in the planning process have not yet been researched in detail. The results of the study are an important contribution to a professional approach to potential conflicts of interest regarding program planning.
The theoretical approach draws, on the one hand, on the governance analytical framework as adapted for the German education system by Kussau/ Brüsemeister 2007. On the other hand, a critical view on program planning as first formulated by Cervero/ Wilson 1994 is taken up and transferred to CVT. The understanding of program planning as such is based on the works by Gieseke 2003/2008. Other categories crucial to the analysis include Funktion (function/s assigned to CVT by the different stakeholders within the enterprise), Begründungslogik (raison d´être, i.e., modes of justifying learning, Robak et al. 2014) and Planungspartizipation (the opportunity and ability to actively participate in program planning; cf. Robak et al. 2014; cf. Rodehuth 1999).
These categories add another dimension to the discourse on the benefits of lifelong learning as they not only take into account the perspectives of the different stakeholders involved, but also reflect the very specific context of CVT.
Altrichter, Herbert (Hg.) (2007): Educational Governance. Handlungskoordination und Steuerung im Bildungssystem. 1. Aufl. Wiesbaden: VS Verl. für Sozialwiss (1). Bäumer, Jens (1999): Weiterbildungsmanagement. Eine empirische Analyse deutscher Unternehmen. München: R. Hampp (1). Cervero, Ronald M.; Wilson Arthur L.: The Politics of Responsibility: A Theory of Program Planning Practice. In: Adult Education Quarterly 1994 (45), S. 249–268. Gieseke, Wiltrud (2008): Bedarfsorientierte Angebotsplanung in der Erwachsenenbildung. Bielefeld: Bertelsmann. Heuer, Ulrike (2010): Betriebliche Weiterbildungsentscheidungen: Aushandlungsprozesse und Bildungscontrolling. Fallstudienbericht. Bonn. Mills David P.; Cervero, Ronald M.; Langone, Christiane A.; Wilson Arthur L.: The Impact of Interests, Power Relationships and Organizational Structure On Program Planning Practice: A Case Study. Adult Education Quarterly 1995 46: 1. In: Adult Education Quarterly 1995 (46), S. 1–16. Robak, Steffi; Rippien, Horst (2014): Zentrale Ergebnisse der Teilstudie "Analyse der Modellierung des Programmplanungshandelns". Projekt "Wirkungen von Bildungsurlaub und Steuerungseffekten". Bremen, 06.02.2014. Schönfeld, Gudrun; Behringer, Friederike (2013): Betriebliche Weiterbildung in Deutschland im europäischen Vergleich. Ergebnisse der dritten europäischen Erhebung zur betrieblichen Weiterbildung (CVTS3). Unter Mitarbeit von B. Käpplinger. Hg. v. Bundesinstitut für Berufsbildung (BIBB). Bonn (Schriftenreihe des Bundesinstituts für Berufsbildung). Umble, Karl E.; Cervero, Ronald M.; Langone, Christiane A.: Negotiating About Power, Frame, and Continuing Education: a Case Study in Public Health. In: Adult Education Quarterly 2001 (51), S. 128–145.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.