Publikationen
Education processes in life-course-specific learning environments
Bäumer, Thomas/Klieme, Eckhard/Kuger, Susanne/Maaz, Kai/Roßbach, Hans-Günther/Stecher, Ludwig/Struck, Olaf (2019):
Education processes in life-course-specific learning environments. Blossfeld, Hans-Peter/Roßbach, Hans-Günther (Hrsg.): Education as a lifelong process. The German National Panel Study. Wiesbaden: Springer VS, S. 83-100
Pillar 2 of the German National Educational Panel Study (NEPS) conceptualizes and operationalizes the learning opportunities individuals experience throughout their lives. These learning opportunities can occur in different formal, nonformal, informal, and familial learning environments. NEPS is tapping them both quantitatively and qualitatively. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective. The information provided covers what learning opportunities an individual uses, their duration and intensity and – whenever possible – an estimation of their quality. Also, relations and transitions between different learning environments are covered at some critical intersections (e.g., school enrollment). Whereas NEPS focuses on the individual perspective, it also asks different actors beside the target person to contribute to the assessment of learning environments in specific cohorts and at specific stages. This leads to a comprehensive view of the cumulation of learning experiences and their effects on competence development, educational biographies, and educational decisions.
[online unter: https://www.springer.com/gp/book/9783658231613]
Education processes in life-course-specific learning environments. Blossfeld, Hans-Peter/Roßbach, Hans-Günther (Hrsg.): Education as a lifelong process. The German National Panel Study. Wiesbaden: Springer VS, S. 83-100
Pillar 2 of the German National Educational Panel Study (NEPS) conceptualizes and operationalizes the learning opportunities individuals experience throughout their lives. These learning opportunities can occur in different formal, nonformal, informal, and familial learning environments. NEPS is tapping them both quantitatively and qualitatively. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective. The information provided covers what learning opportunities an individual uses, their duration and intensity and – whenever possible – an estimation of their quality. Also, relations and transitions between different learning environments are covered at some critical intersections (e.g., school enrollment). Whereas NEPS focuses on the individual perspective, it also asks different actors beside the target person to contribute to the assessment of learning environments in specific cohorts and at specific stages. This leads to a comprehensive view of the cumulation of learning experiences and their effects on competence development, educational biographies, and educational decisions.
[online unter: https://www.springer.com/gp/book/9783658231613]
