iQ_EB - Qualification for inclusive, general adult education using the example of blindness and visual impairment - quantitative surveys.

The project develops a concept for the qualification of pedagogical staff for inclusive education in the context of general public further education with a focus on the target group of blind and visually impaired people. The project uses a mix of quantitative and qualitative methods, i.e. surveys and document analyses. The evaluations refer on the one hand to the needs of the adult education centers of a region, as well as to the requirements on the staff and the special features in the different program areas, on the other hand to the needs of blind and visually impaired addressees as well as to the knowledge of experts of self-help and relevant professional societies. On the basis of these analyses, two further training series for the staff of adult education centers with macrodidactic tasks of planning and microdidactic tasks of teaching will be developed. The aim is to qualify pedagogical staff (directors, program planners and course directors) in general continuing education with regard to a specific target group.

The quantitative survey of the addressees comprised 34 questions, which were checked in advance for accessibility. Target persons were all adults with blindness and/or visual impairment. Topics of the survey are further education experiences, information and decision behavior, further education needs, media use, perceived barriers in further education, experiences with offers of the adult education center and socio-demographic data. The average completion time was 26 minutes, ranging from about 10 minutes to more than an hour.
In the context of four case studies at adult education centers in Hesse, additional cross-sectional online surveys were conducted for all four cases. The intended and addressed target group of the quantitative survey were course instructors at the adult education centers. The respondents were approached via the management and/or program area managers of the four Volkshochschulen researched, with the request that they be forwarded to the course managers assigned to them. The survey consisted of 28 questions about course management activities, inclusion experiences, qualification needs of course managers, and sociodemographic information.

The qualitative interviews conducted as part of the project using guided interviews are provided by the network partner DIPF under regulated access conditions. Link under ´notes´ and ´external links´.

本项目旨在为公共继续教育场景下的融合教育（Inclusive Education）开发一套教育人员（pedagogical staff）资质认证方案，重点面向视障及盲人群体这一目标群体。项目采用定量与定性混合研究方法，具体包括调查法与文献分析法。评估内容分为两部分：一是区域内成人教育中心的需求、对人员的要求及不同项目领域的特点；二是视障及盲人受众的需求，以及自助组织专家与相关专业协会的专业认知。基于上述分析，将为成人教育中心人员开发两套继续教育系列课程，分别针对规划类宏观教学法（macrodidactic）任务与教学类微观教学法（microdidactic）任务。项目目标是提升公共继续教育领域教育人员（含中心主任、项目规划师及课程主管）针对特定目标群体的专业资质。

针对受众的定量调查包含34个问题，且均预先通过无障碍性验证；调查对象为所有盲或视障成人。调查主题涵盖继续教育经历、信息获取与决策行为、继续教育需求、媒体使用习惯、感知到的继续教育障碍、成人教育中心课程体验及社会人口统计数据。调查平均完成时间为26分钟，耗时区间介于10分钟至1小时以上。在黑森州四家成人教育中心的案例研究框架下，针对所有四个案例同步开展了横断面在线补充调查。该定量调查的目标群体为成人教育中心的课程讲师；研究人员通过四家受访Volkshochschulen（成人教育中心）的管理层及/或项目区域负责人联系受访者，并请求其转介至对应的课程主管。该调查包含28个问题，内容涉及课程管理实践、融合教育经历、课程主管的资质提升需求及社会人口统计信息。

项目中采用引导式访谈开展的定性访谈数据，由网络合作伙伴DIPF在受控访问条件下提供；相关链接见‘注释’及‘外部链接’部分。