The thesis deals with methods of using social networking sites in personnel management. The social networking sites (Facebook, LinkedIn and Twitter) and their usable instruments are presented. The attention is focused on the factors that influence their use, such as the labour market situation or the specifics of Generation Y. The possibilities of using social networking sites including benefits and limits of this use are presented in the field of personnel planning, recruitment, selection and development of employees, based on the study of foreign scientific literature. A part of the thesis is a qualitative survey of the use of online social networking sites in personnel management. Methods of using online social networks in the personnel departments of large organizations based in Prague were investigated by using interviews. The common and different features of the use of online social networks in the Czech Republic and abroad arise from the comparison of the results of investigation and findings mentioned in foreign articles.

Introdução: O Programa Nacional de Alimentação Escolar é um dos mais antigos programas na área da alimentação, visa atender parcialmente as necessidades nutricionais dos alunos, contribuindo para o seu crescimento e desenvolvimento, e promover a formação de hábitos alimentares saudáveis. Objetivo: Analisar as percepções atribuídas por atores da comunidade escolar à alimentação escolar. Métodos: O estudo do tipo descritivo com abordagem qualitativa foi desenvolvido em escolas públicas do ensino fundamental do município de Guarulhos, São Paulo. Dentre as 63 escolas ativas em 2007, a partir da combinação de indicadores de condições socioeconômica da região, processo produtivo local e tamanho das escolas, selecionou-se uma amostra de 13 instituições. Para coleta de dados com as crianças utilizou-se a técnica do desenho. Enquanto com as merendeiras e profissionais do núcleo pedagógico aplicou-se o grupo focal, e para a equipe técnica a entrevista em grupo. As informações foram tratadas de acordo com a análise de conteúdo e discutidas com referencial teórico sobre o tema. Resultados e Discussão: Participaram do estudo 82 crianças, 22 merendeiras, 9 profissionais do núcleo pedagógico e 4 da equipe técnica. Foram identificadas percepções da alimentação escolar alicerçadas em três aspectos: do alimento, do ambiente e das relações sociais. As percepções dos atores eram concebidas de acordo com o núcleo de trabalho a que pertenciam, influenciadas pelas atribuições e funções desempenhadas pelo grupo no âmbito escolar. Apesar das diretrizes do programa apresentarem-se bem definidas, para esses grupos, na prática, demonstraramse segmentadas. Considerações Finais: Algumas questões identificadas deixaram claras as potencialidades que o programa tem para atender os objetivos propostos, no entanto, outras apontam entraves que dificultam reconhecê-lo como um programa de Segurança Alimentar e Nutricional. Para que essas potencialidades sejam desenvolvidas e os entraves superados, um dos desafios, entre outros, é possibilitar ações de integração, de compartilhamento real do entendimento acerca da alimentação escolar, considerando os diferentes atores que permeiam esse momento, de forma a reconhecer estas dimensões conjuntamente / Introduction: The National Program of School Feeding is one of the oldest programs in the food area, and seeks to partially fulfill the students\' nutritional needs, contributing to its growth and development, and to promote the formation of healthy food habits. Objective: Analyze the perceptions attributed by players from the school community to school feeding. Methods: The study of descriptive type with a qualitative approach was developed in public elementary schools in the city of Guarulhos, São Paulo. Among the 63 active schools in 2007, from a combination of indicators of the region\'s socioeconomic conditions, local productive process and size of the schools, a sample of 13 institutions was selected. For data collection with the children the drawing technique was used. While with the school meal cooks and the pedagogical core the focus group was applied, and for the technical team a group interview. The information was treated according to a content analysis and discussed with theoretical referential about the matter. Results and Discussion: Eighty-two children, 22 school meal cooks, 9 pedagogical core professionals and 4 from the technical team participated in the study. School feeding perception were identified based on three aspects: the food, the environment and the social relationships. The players\' perceptions were conceived according to the work core they belonged to, influenced by the attributions and functions performed by the group in the school environment. Despite the program\'s guidelines being well defined, for these groups, in practice, they show to be segmented. Final Considerations: Some matters identified made clear the potentialities that the program has to fulfill the objectives proposed, other point out barriers that make it hard to acknowledge it as a Nutritional and Food Security program. For these potentialities to be developed and the barriers overcome, one of the challenges, among others, is to make integration actions possible, of real sharing of knowledge about school meals, considering the different players that permeate this moment, in a manner to acknowledge these dimensions as a whole

O objetivo deste trabalho é levantar qualitativamente os resíduos sólidos industriais gerados pelas diversas atividades industriais no município de São Carlos - SP, aplicando um questionário, e propor diretrizes para futuros inventários. Para tanto realizamos um levantamento das indústrias de transformação do município, usando a lista das indústrias cadastradas na Prefeitura Municipal. Estas indústrias foram classificadas segundo a CNAE (Classificação das Atividades Econômicas), de acordo com sua atividade. Revisamos a bibliografia para avaliar a situação atual, internacional e do Brasil, em relação a índices de geração de resíduos sólidos industriais e o panorama dos inventários estaduais realizado em conjunto com o Ministério do Meio Ambiente. Foram visitadas 112 unidades industriais, sendo que apenas 36 atenderam prontamente, destas apenas 17 empresas apresentaram dados adequados para análise. Outras 21 eram endereços residenciais, 11 estavam fechadas ou mudaram de endereço e 44 não atenderam, apesar das várias tentativas, que em alguns casos chegaram a 15 visitas na mesma empresa. Os resultados obtidos com a avaliação do questionário mostram que os resíduos sólidos industriais nas micro e pequenas empresas, nos aspectos qualitativos, são semelhantes aos das médias e grandes indústrias, porém, alguns resíduos como lodo de estação de tratamento de efluentes não foram encontrados nas empresas visitadas. Pode-se concluir que em relação aos dados obtidos nas indústrias, apesar da amostra de tipologias ser pequena, é importante incluir as micro e pequenas indústrias em futuros inventários. / The purpose of this work is to carry out a qualitative survey of solid waste generated by several industries at the São Carlos County, São Paulo, by using a questionnaire, as well as to propose directives for future inventories. To address this issue, we first carried out a survey of industries at São Carlos County using the official listing of industries that has been given to us by the local authority. These industries were then classified according to their activities using the National Classification of Economic Activities (Classificação das Atividades Econômicas, CNAE). We have done a literature survey to evaluate both the brazilian and the international current rates of industrial solid waste generation. In addition, we have carried out an overview of brazilian state inventories, which is the result of a collaborative effort between each state and the ministry of environment. Only 36 out of the 112 industries listed by the local authority agreed to participate in this research. Seventeen out of these 36 industries fulfilled the questionnaire properly. A check of the addresses of all industries on the list showed that 17 addresses were residential, and that 11 companies have stopped their industrial activity. It was striking that 44 industries refused to collaborate or have not received the researcher because the staff of the environment section was out or did not have the time for that (15 occurrences). The evaluation of the questionnaires indicated that the generation of solid waste by micro and small industries was qualitatively similar to that by medium and big industries. However, some residues, such as the slurry from effluent treatment units, were not found in any of the industries inspected. The sample size of this study was small. However, a comparison of the data obtained here with those on the literature clearly indicates that the inclusion of micro and small industries in future inventories is required to define solid waste policies.

Root Cause Analysis (RCA) är en metodik som kan användas vid problemlösning för att gå till botten av en problemsituation och lösa ut de grundläggande orsakerna bakom problematiken. Problemet med RCA är att denna metod har främst undersökts och använts i sammanhang då ett problem med fysisk händelse, ett praktiskt symptom, har inträffat. En enligt studenterna förbisedd del av denna forskning berör problem där symptomet inte kan kopplas till en fysisk händelse – ett administrativt symptom. Syftet med denna studie är att tillämpa RCA på ett problem med administrativt symptom för att sedan ställa detta resultat i relation till andra studier med praktiska respektive administrativa symptom. Därefter gör studenterna bedömningen huruvida RCA är en lämplig metodik vid tillämpningen av ett administrativt symptom eller inte.   Denna studie har genomförts på Volvo Cars Body Components (VCBC) i Olofström där det undersökta problemet med administrativt symptom har varit VCBCs materialdifferenser på produktionsmaterialet plåt. Utifrån denna studie framkom sex rotorsaker bakom VCBCs problematik, vilka alla oberoende av varandra gav upphov till problematiken. Denna trend kunde uppvisas i annan studie med administrativt symptom, men kunde inte uppvisas i någon studie då ett praktiskt symptom studerats. En slutsats av denna studie visar på att skillnaden mellan ett problem med ett praktiskt respektive administrativt symptom ligger i själva ursprunget till den grundläggande rotorsaken. I fall med praktiska symptom kan denna direkt hänvisas till en mänsklig faktor som ursprung till problematiken, en trend som inte framgår i de fall då ett administrativt symptom undersökts. Det är också studenternas slutsats att RCA är en lämplig metodik att använda vid problem med administrativa symptom. / Root Cause Analysis (RCA) is a method that can be used in problem solving to get to the bottom of a problem situation and solving the root causes behind the problems. The problem of RCA is that this method has mainly been studied and used in contexts where a problem with the physical event, a practical symptom occurred. According to the students, an overlooked part of this research addresses problems where the symptom cannot be linked to a natural event – an administrative symptom. The purpose of this study is to apply RCA to a problem with an administrative symptom in order to then set the result in relation to other studies with practical and administrative symptoms. Thereafter the students will do the assessment whether RCA is a suitable methodology to apply on an administrative symptom or not.   This study was conducted at Volvo Cars Body Components (VCBC) in Olofström where the investigated problem with an administrative symptom has been VCBCs material differences in the production material sheet. Based on this study six root causes were revealed to be behind VCBCs problems, where all, independent of each other, gave rise to problem. This trend could be presented in another study with administrative symptom, but could not be produced in any study where a practical symptoms was studied. One conclusion of this study show that the difference between a problem with a practical respectively administrative symptom lies in the very origin of the fundamental root cause. In cases of practical symptoms, this may actually refer to a human factor as the origin of the problem, a trend which is not clear in cases where an administrative symptom is investigated. It is also the student's conclusion that RCA is an appropriate methodology to use in case of problems with the administrative symptoms

Gypsy mentors deals with lay gypsy persons trained to support and assist gypsy families in their attempts at acquiring social skills needed to tackle difficult situations in life that threaten the proper development of gypsy children and youth. The mentors are members of the gypsy community like their clients and share with them their language and culture. The paper provides a summary of both historical and current aspects of gypsy existence in the Czech Republic, their tribal structure and family lifestyle. Special attention is paid to the issues of social exclusion. A brief account is given of history, mission, objectives, activities and some selected projects of the civic Association for Probation & Mediation in Justice. Moreover, the paper offers a list of principles and areas of activities pursued by the Czech Republic Probation & Mediation Service and by the Department for Social & Legal Protection of Children. The paper aims to explore the issues of field work done by the gypsy mentors (i) in helping the challenged gypsy families threatened with having their children or youngsters taken away to be brought up at care institutions and (ii) in assisting young gypsies put under administrative orders. The practical part of the paper employed the method of a qualitative survey of a case study. The required data were obtained through detailed semi-structured interviews with the mentors followed by the secondary data analyses.

O objetivo deste trabalho é levantar qualitativamente os resíduos sólidos industriais gerados pelas diversas atividades industriais no município de São Carlos - SP, aplicando um questionário, e propor diretrizes para futuros inventários. Para tanto realizamos um levantamento das indústrias de transformação do município, usando a lista das indústrias cadastradas na Prefeitura Municipal. Estas indústrias foram classificadas segundo a CNAE (Classificação das Atividades Econômicas), de acordo com sua atividade. Revisamos a bibliografia para avaliar a situação atual, internacional e do Brasil, em relação a índices de geração de resíduos sólidos industriais e o panorama dos inventários estaduais realizado em conjunto com o Ministério do Meio Ambiente. Foram visitadas 112 unidades industriais, sendo que apenas 36 atenderam prontamente, destas apenas 17 empresas apresentaram dados adequados para análise. Outras 21 eram endereços residenciais, 11 estavam fechadas ou mudaram de endereço e 44 não atenderam, apesar das várias tentativas, que em alguns casos chegaram a 15 visitas na mesma empresa. Os resultados obtidos com a avaliação do questionário mostram que os resíduos sólidos industriais nas micro e pequenas empresas, nos aspectos qualitativos, são semelhantes aos das médias e grandes indústrias, porém, alguns resíduos como lodo de estação de tratamento de efluentes não foram encontrados nas empresas visitadas. Pode-se concluir que em relação aos dados obtidos nas indústrias, apesar da amostra de tipologias ser pequena, é importante incluir as micro e pequenas indústrias em futuros inventários. / The purpose of this work is to carry out a qualitative survey of solid waste generated by several industries at the São Carlos County, São Paulo, by using a questionnaire, as well as to propose directives for future inventories. To address this issue, we first carried out a survey of industries at São Carlos County using the official listing of industries that has been given to us by the local authority. These industries were then classified according to their activities using the National Classification of Economic Activities (Classificação das Atividades Econômicas, CNAE). We have done a literature survey to evaluate both the brazilian and the international current rates of industrial solid waste generation. In addition, we have carried out an overview of brazilian state inventories, which is the result of a collaborative effort between each state and the ministry of environment. Only 36 out of the 112 industries listed by the local authority agreed to participate in this research. Seventeen out of these 36 industries fulfilled the questionnaire properly. A check of the addresses of all industries on the list showed that 17 addresses were residential, and that 11 companies have stopped their industrial activity. It was striking that 44 industries refused to collaborate or have not received the researcher because the staff of the environment section was out or did not have the time for that (15 occurrences). The evaluation of the questionnaires indicated that the generation of solid waste by micro and small industries was qualitatively similar to that by medium and big industries. However, some residues, such as the slurry from effluent treatment units, were not found in any of the industries inspected. The sample size of this study was small. However, a comparison of the data obtained here with those on the literature clearly indicates that the inclusion of micro and small industries in future inventories is required to define solid waste policies.

Introdução: O Programa Nacional de Alimentação Escolar é um dos mais antigos programas na área da alimentação, visa atender parcialmente as necessidades nutricionais dos alunos, contribuindo para o seu crescimento e desenvolvimento, e promover a formação de hábitos alimentares saudáveis. Objetivo: Analisar as percepções atribuídas por atores da comunidade escolar à alimentação escolar. Métodos: O estudo do tipo descritivo com abordagem qualitativa foi desenvolvido em escolas públicas do ensino fundamental do município de Guarulhos, São Paulo. Dentre as 63 escolas ativas em 2007, a partir da combinação de indicadores de condições socioeconômica da região, processo produtivo local e tamanho das escolas, selecionou-se uma amostra de 13 instituições. Para coleta de dados com as crianças utilizou-se a técnica do desenho. Enquanto com as merendeiras e profissionais do núcleo pedagógico aplicou-se o grupo focal, e para a equipe técnica a entrevista em grupo. As informações foram tratadas de acordo com a análise de conteúdo e discutidas com referencial teórico sobre o tema. Resultados e Discussão: Participaram do estudo 82 crianças, 22 merendeiras, 9 profissionais do núcleo pedagógico e 4 da equipe técnica. Foram identificadas percepções da alimentação escolar alicerçadas em três aspectos: do alimento, do ambiente e das relações sociais. As percepções dos atores eram concebidas de acordo com o núcleo de trabalho a que pertenciam, influenciadas pelas atribuições e funções desempenhadas pelo grupo no âmbito escolar. Apesar das diretrizes do programa apresentarem-se bem definidas, para esses grupos, na prática, demonstraramse segmentadas. Considerações Finais: Algumas questões identificadas deixaram claras as potencialidades que o programa tem para atender os objetivos propostos, no entanto, outras apontam entraves que dificultam reconhecê-lo como um programa de Segurança Alimentar e Nutricional. Para que essas potencialidades sejam desenvolvidas e os entraves superados, um dos desafios, entre outros, é possibilitar ações de integração, de compartilhamento real do entendimento acerca da alimentação escolar, considerando os diferentes atores que permeiam esse momento, de forma a reconhecer estas dimensões conjuntamente / Introduction: The National Program of School Feeding is one of the oldest programs in the food area, and seeks to partially fulfill the students\' nutritional needs, contributing to its growth and development, and to promote the formation of healthy food habits. Objective: Analyze the perceptions attributed by players from the school community to school feeding. Methods: The study of descriptive type with a qualitative approach was developed in public elementary schools in the city of Guarulhos, São Paulo. Among the 63 active schools in 2007, from a combination of indicators of the region\'s socioeconomic conditions, local productive process and size of the schools, a sample of 13 institutions was selected. For data collection with the children the drawing technique was used. While with the school meal cooks and the pedagogical core the focus group was applied, and for the technical team a group interview. The information was treated according to a content analysis and discussed with theoretical referential about the matter. Results and Discussion: Eighty-two children, 22 school meal cooks, 9 pedagogical core professionals and 4 from the technical team participated in the study. School feeding perception were identified based on three aspects: the food, the environment and the social relationships. The players\' perceptions were conceived according to the work core they belonged to, influenced by the attributions and functions performed by the group in the school environment. Despite the program\'s guidelines being well defined, for these groups, in practice, they show to be segmented. Final Considerations: Some matters identified made clear the potentialities that the program has to fulfill the objectives proposed, other point out barriers that make it hard to acknowledge it as a Nutritional and Food Security program. For these potentialities to be developed and the barriers overcome, one of the challenges, among others, is to make integration actions possible, of real sharing of knowledge about school meals, considering the different players that permeate this moment, in a manner to acknowledge these dimensions as a whole

Le statut et la fonction de l'entraîneur sportif se sont progressivement développés avec la naissance du sport moderne, à partir de la fin du XVIIIe siècle. Du début du XXe siècle à aujourd'hui, le modèle le plus prégnant est celui du technicien de « terrain » dont les méthodes se construisent avant tout sous l'influence socioculturelle dans laquelle il est « baigné ». À partir des années 1980, le processus de professionnalisation qui s'est développé a eu comme conséquence une subdivision des modèles stabilisés en nombreux profils individuels, qui vont bien au-delà du simple triptyque technicien-meneur d'hommes-stratège, mis en avant dans les différentes représentations de sens commun. L'analyse des discours de vingt entraîneurs sportifs, choisis pour représenter au mieux l'ensemble de cette population, nous permet de confirmer les modèles socioculturels connus, et de faire apparaître des profils individuels variés. Elle permet surtout de mettre en évidence l'ensemble des logiques de professionnalisation de cette population. Qu'elles soient communicationnelles, techniques, organisationnelles ou de formation, ces logiques ont comme intérêt scientifique de montrer comment les entraîneurs sportifs se construisent professionnellement aujourd'hui. / The status and function of the sport coach have steadily developed since the birth of modern-era sport, in the late 18th century. From the early 20th c. to the present day, the most significant model is that of the field technician whose methods have been built under the influence of his or her social and cultural background. The 1980s saw the emergence of a professionalisation process which subdivided the existing patterns into a variety of individual models, going further beyond the mere three-dimensional combination of the technician-leader-strategist that seems to be the most received representation. Material collected from twenty interviews with sport trainers who were chosen as the best possible sample of the population has been analyzed. This analysis both confirms the received social and cultural patterns and highlights various individual models. In particular, it traces all the logical sequences that define the professionalisation of the population.Be they related to communication, techniques, organisation or training, these sequences find their scientific value in the demonstration they make of how sport coaching takes shape nowadays.

(in English): This thesis focuses on the structure of the day of the homeless people. It is divided into two parts - theoretical and practical. In the first chapter of the theoretical part the basic terminology of homelessness is examined, with its internal and external factors and its typology. The next chapter is dedicated to the basic human needs, it introduces the theories of human needs of the renowned authors; furthermore, it describes the needs of the homeless people. The last chapter of the theoretical part compares the structure of the day of homeless people, to the people with secure housing. The practical part of the thesis focuses on the structure of the day of the homeless people. Using the methods of semi-structured interviews and participant observation, the thesis examines the particular structure of the day, the needs these people have and how they meet them. The qualitative survey was conducted at the day care facility of The Salvation Army.

Die digitale Transformation stärkt die Notwendigkeit selbstgesteuerten Lernens in der beruflichen Weiterbildung und gibt dieser Lernform neue Impulse. Um ihre aktuelle Relevanz und Umsetzung in der Bildungspraxis näher zu beleuchten, wurde im BMBF-geförderten Vorhaben 'Weiterbildung selbstorganisiert! Entwicklung einer Weiterbildungsdidaktik für selbstorganisierte Lernprozesse' u. a. der Status Quo des selbstgesteuerten Lernens in zwei exemplarisch ausgewählten Weiterbildungsinstitutionen untersucht. Zur Erhebung von triangulierbaren Daten wurden eine Dokumentenanalyse, eine qualitative Befragung des Koordinations- und Leitungspersonals und eine quantitative Befragung von Lehrenden und Kursteilnehmenden in beiden Institutionen durchgeführt. Ein besonderes Augenmerk der Untersuchungen lag jeweils auf den Rahmenbedingungen, die selbstgesteuertes Lernen ermöglichen, fördern oder erschweren können und auf dem Einsatz von Methoden, didaktischen Prinzipien und digitalen Medien zur Unterstützung von selbstgesteuerten Lernprozessen. Die Ergebnisse der Teilerhebungen werden im vorliegenden Forschungsbericht präsentiert, diskutiert und mit Blick auf die Beantwortung der zentralen Forschungsfragen zusammengeführt. Daraus werden Handlungsempfehlungen für die zukünftige Gestaltung der Rahmenbedingungen für selbstgesteuertes Lernen in Weiterbildungsinstitutionen abgeleitet. Abschließend werden Forschungsdesiderata formuliert, die anknüpfende Forschungsvorhaben aufgreifen sollten.:1 Einleitung 1.1 Selbstgesteuertes Lernen in der beruflichen Weiterbildung 1.2 Exkurs: Die Berufliche Weiterbildung 1.3 Kurzbeschreibung der zwei exemplarisch untersuchten Weiterbildungsinstitutionen 1.3.1 Bildungszentrum eines regionalen Berufsverbandes 1.3.2 Volkshochschule 2 Forschungsstand 2.1 Vergleichsstudien zur Umsetzung selbstgesteuerten Lernens in Weiterbildungsinstitutionen 2.1.1 Landesinstitut für Schule und Weiterbildung Soest 2.1.2 SeGeL 2.2 Rahmenbedingungen für selbstgesteuertes Lernen 2.2.1 Übergreifende institutionelle Faktoren 2.2.2 Institutionelle Bedingungen 2.2.3 Übersicht der für selbstgesteuertes Lernen erforderlichen Rahmenbedingungen 2.3 Methoden, didaktische Prinzipien und Medien für selbstgesteuertes Lernen 2.3.1 Methoden für selbstgesteuertes Lernen 2.3.2 Didaktische Prinzipien des selbstgesteuerten Lernens 2.3.3 Digitale Medien für selbstgesteuertes Lernen 3 Dokumentenanalyse 3.1 Erhebungsmethode Dokumentenanalyse 3.2 Bestimmung des Ausgangsmaterials 3.3 Durchführung der Dokumentenanalyse 3.3.1 Vorbereitung 3.3.2 Kodierung und Auswertung mittels strukturierender Inhaltsanalyse 3.3.3 Kodierung und Auswertung mittels evaluativer Inhaltsanalyse 3.4 Ergebnisse der Dokumentenanalyse 3.4.1 Selbstverständnis der Institutionen 3.4.2 Mitarbeitende 3.4.3 Entwicklung/ Planung eines neuen Kurses 3.4.4 Durchführung eines Kurses 3.4.5 Organisatorische Rahmenbedingungen 3.4.6 Gewährleistung der Qualitätsstandards 3.4.7 Lerndimensionen 3.5 Diskussion der Ergebnisse der Dokumentenanalyse 3.5.1 Status Quo der Rahmenbedingungen in den zwei exemplarisch untersuchten Weiterbildungseinrichtungen 3.5.2 Methodische Limitation der Dokumentenanalyse 4 Befragung des Koordinations- und Leitungspersonals 4.1 Erhebungsmethoden 4.1.1 Interviews mit Expertinnen und Experten 4.1.2 Gruppendiskussion 4.1.3 Stichprobe 4.2 Messinstrument: Leitfaden 4.3 Durchführung 4.3.1 Vorbereitung & Durchführung 4.3.2 Auswertung 4.4 Ergebnisse 4.4.1 Status Quo des selbstgesteuerten Lernens in den Einrichtungen 4.4.2 Rahmenbedingungen 4.4.3 Nächste Schritte 4.5 Diskussion der Ergebnisse der Befragung des Leitungs- und Koordinationspersonals 4.5.1 Status Quo der Rahmenbedingungen selbstgesteuerten Lernens in den zwei exemplarisch untersuchten Weiterbildungsinstitutionen 4.5.2 Grenzen und Herausforderungen des selbstgesteuerten Lernens in Weiterbildungsinstitutionen 4.5.3 Methodische Limitation der qualitativen Interviews 5 Dozierenden- und Teilnehmendenbefragung 5.1 Erhebungsmethode 5.1.1 Schriftliche Befragung 5.1.2 Stichprobe 5.2 Messinstrumentarien 5.3 Durchführung 5.3.1 Vorbereitung und Durchführung 5.3.2 Auswertung 5.4 Ergebnisse 5.4.1 Beschreibung der Befragten 5.4.2 Selbstgesteuertes Lernen in Kursen der beruflichen Weiterbildung 5.4.3 Methoden des selbstgesteuerten Lernens in Kursen der beruflichen Weiterbildung 5.4.4 Medieneinsatz in Kursen der beruflichen Weiterbildung 5.4.5 Didaktische Prinzipien in Kursen der beruflichen Weiterbildung 5.4.6 Abschluss 5.5 Diskussion der Ergebnisse der Dozierenden- und Teilnehmendenbefragung 5.5.1 Status Quo des selbstgesteuerten Lernens in den zwei exemplarisch untersuchten Weiterbildungseinrichtungen 5.5.2 Methodische Limitationen der quantitativen Befragung 6 Zusammenführung der Ergebnisse 6.1 Vergleich des Status Quo des selbstgesteuerten Lernens in den zwei exemplarisch untersuchten Weiterbildungsinstitutionen 6.1.1 Allgemeine Eckdaten der Weiterbildungsinstitutionen 6.1.2 Rahmenbedingungen für selbstgesteuertes Lernen in den Weiterbildungsinstitutionen 6.1.3 Selbstgesteuertes Lernen in den Weiterbildungsinstitutionen 6.2 Vergleich der Ergebnisse mit dem Forschungsstand 6.2.1 Rahmenbedingungen für selbstgesteuertes Lernen 6.2.2 Methoden, die selbstgesteuertes Lernen unterstützen können 6.2.3 Didaktische Prinzipien, die selbstgesteuertes Lernen unterstützen können 6.2.4 Digitale Medien, die selbstgesteuertes Lernen unterstützen können 6.3 Rückbezug zu den Forschungsfragen 6.3.1 Teilfrage 1: Status Quo der Rahmenbedingungen des selbstgesteuerten Lernens 6.3.2 Teilfrage 2: Anforderungen der Teilnehmenden an berufliche Weiterbildungsangebote 6.3.3 Teilfrage 3: Didaktische Prinzipien, Methoden und mediale Szenarien für selbstgesteuertes Lernen 7 Ausblick: Handlungsempfehlungen und Desiderata 7.1 Handlungsempfehlungen 7.2 Forschungsdesiderata 8 Bibliographie / The digital transformation strengthens the need for self-directed learning in continuing vocational education and training and gives new impetus to this form of learning. In order to shed more light on its current relevance and implementation in educational practice, the BMBF-funded project 'Weiterbildung selbstorganisiert! Entwicklung einer Weiterbildungsdidaktik für selbstorganisierte Lernprozesse' (Self-organised continuing education! Development of continuing education didactics for self-organised learning processes), the status quo of self-directed learning was investigated in two selected continuing education institutions. To collect triangulated data, a document analysis, a qualitative survey of coordination and management staff and a quantitative survey of teachers and course participants were conducted in both institutions. In each case, special attention was paid to the framework conditions that can enable, promote or impede self-directed learning and to the use of methods, didactic principles and digital media to support self-directed learning processes. The results of the sub-surveys are presented, discussed and summarised in this research report with a view to answering the central research questions. From this, recommendations for action are derived for the future design of the framework conditions for self-directed learning in continuing education institutions. Finally, research desiderata are formulated that should be taken up by related research projects.:1 Einleitung 1.1 Selbstgesteuertes Lernen in der beruflichen Weiterbildung 1.2 Exkurs: Die Berufliche Weiterbildung 1.3 Kurzbeschreibung der zwei exemplarisch untersuchten Weiterbildungsinstitutionen 1.3.1 Bildungszentrum eines regionalen Berufsverbandes 1.3.2 Volkshochschule 2 Forschungsstand 2.1 Vergleichsstudien zur Umsetzung selbstgesteuerten Lernens in Weiterbildungsinstitutionen 2.1.1 Landesinstitut für Schule und Weiterbildung Soest 2.1.2 SeGeL 2.2 Rahmenbedingungen für selbstgesteuertes Lernen 2.2.1 Übergreifende institutionelle Faktoren 2.2.2 Institutionelle Bedingungen 2.2.3 Übersicht der für selbstgesteuertes Lernen erforderlichen Rahmenbedingungen 2.3 Methoden, didaktische Prinzipien und Medien für selbstgesteuertes Lernen 2.3.1 Methoden für selbstgesteuertes Lernen 2.3.2 Didaktische Prinzipien des selbstgesteuerten Lernens 2.3.3 Digitale Medien für selbstgesteuertes Lernen 3 Dokumentenanalyse 3.1 Erhebungsmethode Dokumentenanalyse 3.2 Bestimmung des Ausgangsmaterials 3.3 Durchführung der Dokumentenanalyse 3.3.1 Vorbereitung 3.3.2 Kodierung und Auswertung mittels strukturierender Inhaltsanalyse 3.3.3 Kodierung und Auswertung mittels evaluativer Inhaltsanalyse 3.4 Ergebnisse der Dokumentenanalyse 3.4.1 Selbstverständnis der Institutionen 3.4.2 Mitarbeitende 3.4.3 Entwicklung/ Planung eines neuen Kurses 3.4.4 Durchführung eines Kurses 3.4.5 Organisatorische Rahmenbedingungen 3.4.6 Gewährleistung der Qualitätsstandards 3.4.7 Lerndimensionen 3.5 Diskussion der Ergebnisse der Dokumentenanalyse 3.5.1 Status Quo der Rahmenbedingungen in den zwei exemplarisch untersuchten Weiterbildungseinrichtungen 3.5.2 Methodische Limitation der Dokumentenanalyse 4 Befragung des Koordinations- und Leitungspersonals 4.1 Erhebungsmethoden 4.1.1 Interviews mit Expertinnen und Experten 4.1.2 Gruppendiskussion 4.1.3 Stichprobe 4.2 Messinstrument: Leitfaden 4.3 Durchführung 4.3.1 Vorbereitung & Durchführung 4.3.2 Auswertung 4.4 Ergebnisse 4.4.1 Status Quo des selbstgesteuerten Lernens in den Einrichtungen 4.4.2 Rahmenbedingungen 4.4.3 Nächste Schritte 4.5 Diskussion der Ergebnisse der Befragung des Leitungs- und Koordinationspersonals 4.5.1 Status Quo der Rahmenbedingungen selbstgesteuerten Lernens in den zwei exemplarisch untersuchten Weiterbildungsinstitutionen 4.5.2 Grenzen und Herausforderungen des selbstgesteuerten Lernens in Weiterbildungsinstitutionen 4.5.3 Methodische Limitation der qualitativen Interviews 5 Dozierenden- und Teilnehmendenbefragung 5.1 Erhebungsmethode 5.1.1 Schriftliche Befragung 5.1.2 Stichprobe 5.2 Messinstrumentarien 5.3 Durchführung 5.3.1 Vorbereitung und Durchführung 5.3.2 Auswertung 5.4 Ergebnisse 5.4.1 Beschreibung der Befragten 5.4.2 Selbstgesteuertes Lernen in Kursen der beruflichen Weiterbildung 5.4.3 Methoden des selbstgesteuerten Lernens in Kursen der beruflichen Weiterbildung 5.4.4 Medieneinsatz in Kursen der beruflichen Weiterbildung 5.4.5 Didaktische Prinzipien in Kursen der beruflichen Weiterbildung 5.4.6 Abschluss 5.5 Diskussion der Ergebnisse der Dozierenden- und Teilnehmendenbefragung 5.5.1 Status Quo des selbstgesteuerten Lernens in den zwei exemplarisch untersuchten Weiterbildungseinrichtungen 5.5.2 Methodische Limitationen der quantitativen Befragung 6 Zusammenführung der Ergebnisse 6.1 Vergleich des Status Quo des selbstgesteuerten Lernens in den zwei exemplarisch untersuchten Weiterbildungsinstitutionen 6.1.1 Allgemeine Eckdaten der Weiterbildungsinstitutionen 6.1.2 Rahmenbedingungen für selbstgesteuertes Lernen in den Weiterbildungsinstitutionen 6.1.3 Selbstgesteuertes Lernen in den Weiterbildungsinstitutionen 6.2 Vergleich der Ergebnisse mit dem Forschungsstand 6.2.1 Rahmenbedingungen für selbstgesteuertes Lernen 6.2.2 Methoden, die selbstgesteuertes Lernen unterstützen können 6.2.3 Didaktische Prinzipien, die selbstgesteuertes Lernen unterstützen können 6.2.4 Digitale Medien, die selbstgesteuertes Lernen unterstützen können 6.3 Rückbezug zu den Forschungsfragen 6.3.1 Teilfrage 1: Status Quo der Rahmenbedingungen des selbstgesteuerten Lernens 6.3.2 Teilfrage 2: Anforderungen der Teilnehmenden an berufliche Weiterbildungsangebote 6.3.3 Teilfrage 3: Didaktische Prinzipien, Methoden und mediale Szenarien für selbstgesteuertes Lernen 7 Ausblick: Handlungsempfehlungen und Desiderata 7.1 Handlungsempfehlungen 7.2 Forschungsdesiderata 8 Bibliographie