Zur (Un-)Möglichkeit einer Wirkungsforschung in der Erwachsenenbildung. Kritische Analysen und empirische Befunde

The following report focuses on the issue of recording the impact of learning in adult and continuing education. It depicts the complexity of empirical-analytical impact and sensitizes for a differentiated access of adult educational research, based on the demand for evidence-based practice and education policy, which increases the pressure to conduct research on valid data on the impact of educational activities. This is substantiated, inter alia, due to the complex topic and the particularities of adult learning. Within the context of an empirical research, the requirements for adult educational learning research are drafted. In conclusion, the author calls for a wider methodological understanding of evidence-based research, which includes educational theories as well as the system analysis and criticism.