Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 60038
Inclusion as an Organizational Development Task of Adult Education Institutions: A Qualitative Study in the Federal State of Hessia in Germany

Authors: Ramona Kahl


By the ratification, the UN Convention on the rights of persons with disabilities by the federal republic of Germany in 2009, adult education organisations have been called upon to guarantee equal access for people with disabilities. In the context of demographic change, the demand for inclusive courses in general continuing education will continue to grow in the future. Institutions of general adult education are facing the task of an inclusive reorganization on an organizational, professional and micro-didactic level. So the adult education with the concept of lifelong learning has to open up for the results of the disability studies in the field of social and cultural inclusion. The project iQ_EB (2017-2020) analysis and supports this organizational task by developing a concept for the qualification of pedagogical personnel for inclusive education at adult education centers with focus on the target group of blind and visually impaired people. The German Federal Ministry of Education and Research finances the project and several German associations in the field of blindness and visual impairment cooperate with the project team. Based on half-standardized interviews with the staff members of the Hessian adult education centers analyzed with the content analysis, the speech explores the different strategies of the general adult education centers concerning the task of inclusion. Three different practice strategies can be found so far: individual case solutions, special offers for disabled people and institutional cooperation with facilities in the domain of disabled care. Two organizational opening strategies are concise: the new cooperation with established disability care institutions and the creation of further learning spaces for disabled people in the public space of the adult education centers. By opening up for new target groups and cooperation partners, a reorganization of the institutional structures and the professional self-image becomes necessary. To become an inclusive organization, the analyzed adult education centers invest more or less effort depending on the region, the institutional conditions, and the qualifications of the staff.

Keywords: Continuing Education, Institutional Cooperation, Organizational Development, qualitative study

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