Training advice

from Wikipedia, the free encyclopedia
This article or section is not worded in a generally understandable manner. The shortcomings are described under Discussion: Further Training Advice. If you remove this module, please explain this on the article discussion page and add the automatically created project page section Wikipedia: Incomprehensible articles #Further education advice{{ Done | 1 = ~~~~}}.

In the continuing education counseling is a form of educational counseling . Her focus is on training and career paths and the selection of suitable further training offers and providers. With the increase in the importance of lifelong learning for the entire life course from school to retirement age, the need for advice in various areas and stages of life also increases steadily. However, there is still no elaborate concept for the consultation.

Areas of responsibility for further training advice

From an analytical perspective, further training advice can be differentiated into two main areas of responsibility: personal advice and organization-related advice. Both consulting fields can be divided into further sub-areas. In reality, however, this strict analytical separation of the areas of responsibility is not possible due to smooth transitions. Mixed forms can also occur here.

Personal training advice

Personal training advice is divided into the three dimensions of orientation advice, competence development advice and learning advice. The term educational career counseling, which was frequently used until recently and represents further training counseling in the narrower sense, relates to the dimensions of orientation and competence development counseling.

Orientation and competence development advice

Orientation counseling focuses on supporting people in their orientation and in deciding on individually suitable further training offers and career paths.

Against the background of the development of new forms of employment, the associated increase in individual patchwork biographies of educational and career paths, and the objective of lifelong learning, long-term professional and career counseling has become less important. In the meantime, a new area of ​​responsibility for further training advice has emerged, which can best be described with the word competence development advice. The competence development consulting supports individuals in the biography-related documentation and assessment of their existing competencies . In addition, the identification of development potential and the selection of suitable strategies for developing competencies according to the educational and employment profile of the people are the focus of the consultation. The content of competence development counseling does not only play an important role on an individual level. This area of ​​responsibility for further training advice is also extremely relevant at the educational policy level. For example, non-formally and informally acquired skills as well as their accounting and certification at European level are becoming increasingly important for the international recognition of skills and the associated increase in the mobility of workers.

All further training institutions (e.g. vocational and employment advice from the Federal Employment Agency , chambers of crafts , chambers of industry and commerce , independent advice centers as well as regional networks that provide advice) offer advice on skills development in some way. However, the offers of the institutions differ according to their scope, their advisory focus and the target groups. Managers now also have a training-relevant advisory function in the context of holding career and target agreement interviews, especially in large companies. In a research project by Schiersmann and Remmele (2004), among other things, the reasons and goals of competence development advice from various institutions and providers were recorded. The results of the investigation ranged from personal training advice as an individual orientation aid in the selection of suitable further training measures to covering qualification gaps up to advice for a successful placement in the labor market . These project results reveal the target perspectives of educational and career counseling mentioned in Schiersmann 2011, also for personal further education counseling :

  • Increase in personal employability on an individual level by strengthening educational and professional biography design skills,
  • Increasing the effectiveness and efficiency of the education system at the educational policy level by reducing drop-out rates and incorrect assignments,
  • Strengthening the labor market at labor market policy level by offering an optimally qualified workforce and
  • Promotion of the social integration of more marginalized groups of people, such as B. migrants, the low-skilled or the unemployed at the socio-political level as well as increasing opportunities for social participation.

Learning counseling

Finally, in addition to advice on orientation and skills development, learning advice also plays an important role in the context of personal training advice. Learning counseling focuses on individuals who are immediately before or in a specific learning situation. Originally, the concept of learning counseling was rather deficit-oriented and geared towards target groups with learning problems. However, the requirements for learning counseling changed with the increasing focus on self-directed learning , on non-formal and informal learning contexts as well as through the increased use of new technologies and the associated increased use of computer and network-based learning contexts. The turning away from the teaching perspective of the teacher towards the development of a learning perspective can be seen as characteristic of the change in the learning culture . Nowadays, the focus in learning counseling is on resource orientation, which is achieved through intensive reflection on the learning process individually or in learning groups. The reflection can be stimulated, for example, in the form of feedback , in learning conferences or through learning diaries. E-learning and blended learning concepts as well as learning centers are becoming increasingly important in the context of individualized learning advice. In general, learning advice, which can be found every day in the work of further trainers, is an essential part of educational activity.

Organization-related advice

Organization-related advice is a field of further training advice. The term organization-related advice is to be understood as a form of advice that extends to organizations , institutions and systems . Schiersmann differentiates within the term between qualification advice for companies and organizational advice for further training institutions.

Qualification advice for companies

Basically, qualification advice can be provided as an independent service, but also in the context of other advisory disciplines. In practice, however, it can be seen that qualification advice for companies often runs parallel to other forms of advice. In the context of management and organizational consulting in particular, incidental occurrences can be observed more frequently, which means that the vast majority of providers can be classified as private sector . However, as mentioned above, qualification advice is also an independent field of activity, which in turn is clearly managed by the public service providers. Associations and chambers in particular play a leading role here. The target group of qualification advice relates primarily to small and medium-sized companies that are dependent on support in the form of advice due to a lack of capacities and a lack of know-how. In the foreground of such holistic qualification advice is the design of qualification strategies and the flanking of company further training processes. The task of independent qualification advice is therefore to open up specific areas of further education and thus to determine tailor-made and company-specific training offers by means of needs analyzes . As a result, qualification advice intends to strengthen innovative strength, promote competitiveness and modernize the structures that are already in place.

Organizational advice for further training institutions

"Just like other social systems , further training institutions are also subject to constant changes, which are conditioned by their being embedded in social conditions and how they deal with them". Organizational advice is of particular importance due to the changing interests of participants and market conditions. The main aim is to design efficient work processes and to introduce business management control instruments in further training institutions. In addition to the objective of individual positioning and the compliant handling of the challenges of the training market, further reasons for organizational advice are the improvement of communication, the restructuring of tasks and areas of responsibility and the introduction of quality models .

Types of advice

An important part of counseling competence is the ability to create a situation-specific design of the interface between psychosocial counseling and non-psychological expertise. The counselor must therefore be able to understand the life and work situation of the person seeking advice and also to convey information about further training offers and the general conditions of participation. On this basis, Gieseke developed the following three types of advice:

Advice type initial situation Expectation of advice
Informative advice Before beginning the consultation, those seeking advice have already clarified relevant emotional, cognitive and motivational questions ( self-conception is available) of the counseling situation are mainly information about courses or similar. expected
Situational advice Those seeking advice are aware of the situation for which they need advice Clarification of motives and interests is expected from the counseling situation
Biography-oriented advice At the beginning of the consultation, those seeking advice do not have a clear search direction Clarification of personal life prospects with regard to educational issues is expected from counseling situations

The consultant

The activity as a further education consultant exists without the basis of a differentiated professional profile. Furthermore, there is neither a protected job title nor a specific course of study. The working group on education and further training advice of the German Association of Cities has therefore presented a recommendation regarding the requirement profile and basic qualification for further education advisors:

“A) a completed university or technical college degree; b) an additional consulting qualification or professional experience; c) IT skills d) At least one year of professional experience, if possible in the field of education ”.

The following skills also play an important role:

  • Communication and cooperation skills
  • Moderation and process design skills
  • pedagogical-psychological knowledge
  • Knowledge u. a. the education system, the labor market situation and the social system.

The Chamber of Commerce and Industry has also developed a functional profile for the IHK training consultancy. It should be noted that the IHK training consultants are both contact persons for people seeking advice and companies seeking advice. The following qualifications are considered relevant:

  1. Knowledge of operational personnel and organizational development
  2. Basic knowledge of business and economic relationships, possibly technical understanding
  3. Basic knowledge of educational policy
  4. Knowledge and evaluation of the training market
  5. Knowledge of the relevant training law
  6. Basic knowledge of andragogy (didactics, methodology, psychology, sociology).

In addition, the following requirements emerge from the functional profile of the IHK further training advice:

  • completed university degree
  • Experience in corporate HR work
  • Experience as a lecturer in adult education

providers

Various institutions offer professional advisory services in the area of ​​continuing education. The various tasks (personal, organization-related advice) cannot be assigned directly to these providers due to the great heterogeneity in this field.

In an empirical inventory of the range of further training counseling in Germany, different priorities could be determined for the offers and target groups of the institutions. A distinction can be made between independent advice centers and advice centers that are affiliated with other institutions. In the first case, this mainly refers to further training advice centers that have been set up in municipalities in Germany as part of model projects since the 1980s. The second case includes the further training advice centers of the Chambers of Industry and Commerce (IHK) and the Chambers of Crafts (HWK), the further training institutions themselves as well as the advice centers located in them and the personnel and further training departments of large companies. In addition, there are networks that offer services in the field of further training advice. Even today, and probably in the future, trade unions offer even more intensive training advice to their members. Another feature of the consulting providers on the training market is that they are carrier-dependent and carrier-independent / neutral. With regard to the regional distribution of further training counseling providers in Germany, there are in some cases large differences between the federal states and there is also a strong urban-rural divide. Most advisory institutions are in large cities with 500,000 to 1,000,000 inhabitants. In cities and municipalities with fewer than 20,000 inhabitants, further training advice offers are rather rare. From the point of view of the experts, due to its high heterogeneity and segmentation for those seeking advice, the consulting landscape has so far been considered to be intransparent with regard to the responsibilities of the areas of responsibility of the various institutions. There are various online search engines that interested parties can use to find advice centers in their region. B. the portal for advice on the search for advice of InfoWeb Further Education (IWWB), which shows advice offers throughout Germany, and additional search engines and online portals that are limited to certain providers or regions.

Independent training advice centers

Independent further training advice centers exclusively offer further training advice - in the foreground personal advice. Their target groups include above all problem groups in the labor market, such as B. the less educated population groups addressed in the model experiments of the 90s and 80s . In addition, there are counseling centers that are aimed at specific target groups , for example women who want to return to work after family leave . B. Woman + job positions. According to Schiersmann, there were around 100 such advice centers in Germany in 2010. The structure and existence of independent, independent advice centers is significantly influenced by the question of their financing and necessity.

Advice in further training institutions

The main focus of the consultants who work for further training institutions and the further training institutions themselves are on learning advice , which results from the fact that these are mainly providers of further training courses. In addition, some providers also provide cross-agency orientation advice. Problem groups in the labor market are also mentioned here as the most relevant target group. The advisory services of the adult education center , as the largest provider of further education institutions in Germany, can be viewed on their website.

The employment agencies as advisory providers

According to Section 30 of the Third Book of the Social Security Code, further training advice is one of the jobs of the employment agencies . Their offer is aimed at all economically active persons, but the offers for the unemployed predominate in the context of career counseling . In addition, the employment agencies also advise companies on further training opportunities for employees.

The chambers as advisory providers

The advisory services of the chambers, which are also providers of further training, are aimed equally at employees, especially specialists and executives and people who are planning career advancement as well as employers in the context of organizational advice. The advice offered by the Chambers of Commerce and Industry is impartial and objective. Information on the respective offer of the chambers of crafts can be found on the websites of the regional chambers. The main focus of advice at the HWK Hannover is, for example, advice on individual career paths , in particular on master craftsman examinations , courses, courses and funding opportunities. Chambers of crafts usually have further training experts who provide personal and organization-related advice; hotlines and information events are also offered, e.g. B. from the HWK Aachen.

Advice in regional networks

In the networks that were initiated as part of the Federal Ministry of Education and Research (BMBF) research project Learning Regions, educational counseling agencies have been set up that offer both personal and organizational forms of counseling. With the learning regions, independent and differentiated counseling approaches have emerged in each of these regions, according to a study of the forms of (further) educational counseling . Networks mainly advise through suitable counseling providers by forwarding those seeking advice to them, thus helping to strengthen the networking between regional counseling institutions, but they also provide further training counseling themselves.

Consulting services for human resources and training departments in large companies

As a rule, large companies have HR and training departments that advise individual employees, as well as departments or corporate divisions, with regard to qualification and training issues. For the future, it is assumed that the function of continuing education advice will increasingly be taken over by executives in the form of coaching and that the assessment, goal clarification and career discussions carried out within the framework of organizational development will also be of greater importance.

literature

  • Beuck, R. / Harke, D. / Voss, S. (2000): Quality management and quality criteria for education and training advice. (Ed. By the State Agency for Structure and Labor (LASA) Brandenburg GmbH). Potsdam: LASA Brandenburg GmbH.
  • Fogolin, A. (2012): Individual counseling needs in the run-up to occupying a vocational offer in distance learning. In: Fogolin, A. (Ed.): Educational advice in distance learning. Articles from science and practice, Bielefeld: W. Bertelsmann Verlag, pp. 105–128.
  • Gieseke, W. (2000): Advice in further education - differentiation of the need for advice. Report, 46. pp. 10-17.
  • Chamber of Crafts Aachen (2017): Further training advice. Online - available at: https://www.hwk-aachen.de/weiterbildungsberatung.html Access on June 3, 2017.
  • Chamber of Crafts Hanover (2017): Further training advice. Online - available at: https://www.hwk-hannover.de/artikel/weiterbildungsberatung-23,0,2352.html, accessed on June 3, 2017.
  • Chambers of Commerce and Industry (2017): WIS - The advanced training information system IHK advanced training consultants. Online - available at: http://wis.ihk.de/ihre-ihk/ihk-weiterbildungsberater.html Access on: June 3, 2017.
  • Kemper, M. / Klein, R. (1998): Learning Advice. Design of learning processes in professional development. Baltmannsweiler.
  • Loebe, H. / Severing, E. (2007): Practical Aids for Educational Consultants. Paths to the company. Vol. 20, Bielefeld: W. Bertelsmann Verlag.
  • Müller, C. & Gieseke, W. (2010): Realization and specification of service organizations for further training advice in regions. In: Karin Dollhausen, K. / Feld, TC / Seitter, W. (Ed.): Adult educational organizational research, Wiesbaden: Springer VS Verlag für Sozialwissenschaften, pp. 143–161.
  • Robak, S./Heuer, U. (2009): Constitutional conditions of educational counseling from the networking perspective. In: Arnold, R./Gieseke, W./Zeuner, C. (Ed.): Bildungsberatungim Dialog. Volume III: Reference Models. Baltmannsweiler, pp. 9-54.
  • Rudolf, F. (1994): Further education advice as business promotion. The advisory concept of the German chambers of industry and commerce. In Kailer, N. (Ed.): Advice on further training and personnel development - concepts and practical examples from educational institutions and companies. Vienna: Linde Verlag. Pp. 97-106 and pp. 233-236.
  • Rübner, M. (2016): Advice in the Federal Employment Agency. In: Gieseke / Nittel (2016) (Hrsg.): Educational advice on the lifespan.
  • Sauer-Schiffer, U. (2004): Advice in Adult Education and Extracurricular Youth Education: An Introduction to Theory and Practice. In: Sauer-Schiffer, U. (Ed.): Education and advice. Counseling competence as a new challenge for further education and extracurricular youth education? Vol. 1, Berlin: Waxmann, pp. 9-66.
  • Schiersmann, C. (2001): Self-regulation as a model for further education. In: Forum Bildung (Ed.): Education and qualification goals of tomorrow. (Materials from Forum Education 5). Bonn, pp. 53-59. http://www.blk-bonn.de/papers/forum-bildung/band05.pdf, as of June 2, 2017
  • Schiersmann, C. / Remmele, H. (2002): New learning arrangements in companies. Theoretical foundation - fields of application - dissemination. In: QUEM-report. Writings for professional training, 75 (2002). http://www.abwf.de/content/main/publik/report/2002/Report-75.pdf, as of June 2, 2017
  • Schiersmann, C. / Remmele, H. (2004): Consulting fields in further education. An empirical inventory. In: Fundamentals of Vocational and Adult Education, 38 (2004) 1.
  • Schiersmann, C (2007): On the way to a consulting science for the field of education, occupation. In: Heuer, U. / Siebers, R. (Ed.): Further education at the beginning of the 21st century. Festschrift for Wiltrud Gieseke, Berlin: Waxmann, pp. 150–160.
  • Schiersmann, C. / Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F. / Engel, F. / Sickendiek, U. (Ed.): The handbook of advice. Tübingen, pp. 891-906.
  • Schiersmann, C. (2011): Counseling in the context of lifelong learning. In: Tippelt, R. / von Hippel, A. (Ed.): Handbook for adult education / training. Wiesbaden, pp. 747-767.
  • Strauch, A. / Jütten, S. / Mania, E. (2009): Assessment of competencies in further education. Applying instruments and methods to the situation, Bielefeld: W. Bertelsmann Verlag.
  • Strauch, A. (2010): Keyword: “Effective further education advice”, in: DIE Zeitschrift für Adultbildung, H. 2, S. 26–27.
  • Strobel, C., Nilüfer, P., Dubiel, G., Lindner, M. & Pilz, S. (2009): Educational counseling - improving regional transparency. In: Emminghaus, C. / Tippelt, R. (Hrsg.): Realizing lifelong learning in regional networks. Final results on the “Learning Regions” program - promoting networks, Bielefeld: W. Bertelsmann Verlag GmbH, pp. 79-102.
  • Joint project "Strengthening qualification advice for SMEs through on-site structural development and qualification of the advisory staff - a basis for developing the skills of employees and securing needs for skilled workers" (2014): Qualification advice in the company. https://www.bildung.koeln.de/imperia/md/content/kmu/kmu_brosch_re_pdf.pdf.
  • Wittwer, W. (2001): Biography-Oriented Competence Development in Company Further Education. In: Nuissl, E. / Schiersmann, C. / Siebert, H. (Eds.): REPORT - Literature and Research Report Further Education No. 48. Bielefeld, pp. 109–127. http://www.die-bonn.de/id/31344, as of June 1, 2017

Web links

Individual evidence

  1. ↑ a b Schiersmann, C. & Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F .; Engel, F .; Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 893
  2. ↑ a b Schiersmann, C. (2011): Advice in the context of lifelong learning. In: Tippelt, R. / von Hippel, A. (Ed.): Handbook for adult education / training. Wiesbaden, p. 749.
  3. ↑ a b c d Schiersmann, C. (2011): Advice in the context of lifelong learning. In: Tippelt, R. / von Hippel, A. (Ed.): Handbook for adult education / training. Wiesbaden, p. 750.
  4. ^ Wittwer, W. (2001): Biography-oriented competence development in in-company further training. In: Nuissl, E. / Schiersmann, C. / Siebert, H. (Ed.): REPORT - Literature and Research Report Further Education No. 48. Bielefeld. http://www.die-bonn.de/id/31344, as of June 1, 2017. P. 109, 118f.
  5. ↑ Schiersmann, C. / Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F. / Engel, F. / Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 894.
  6. ↑ Schiersmann, C. / Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F. / Engel, F. / Sickendiek, U. (Ed.): The handbook of advice. Tübingen, pp. 894f.
  7. ↑ a b Schiersmann, C. / Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F. / Engel, F. / Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 896.
  8. ↑ Schiersmann, C. (2001): Self-regulation as a model for further education. In: Forum Bildung (Ed.): Education and qualification goals of tomorrow. (Materials from Forum Education 5). Bonn, pp. 53-59. http://www.blk-bonn.de/papers/forum-bildung/band05.pdf, as of June 2, 2017.
  9. ↑ Schiersmann, C. / Remmele, H. (2002): New learning arrangements in companies. Theoretical foundation - fields of application - dissemination. In: QUEM-report. Writings for professional training, 75 (2002). http://www.abwf.de/content/main/publik/report/2002/Report-75.pdf, as of June 2, 2017.
  10. ↑ Schiersmann, C. / Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F. / Engel, F. / Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 891.
  11. ^ Kemper, M. / Klein, R. (1998): Learning advice. Design of learning processes in professional development. Baltmannsweiler.
  12. ↑ a b Schiersmann, C. (2011): Advice in the context of lifelong learning. In: Tippelt, R. / von Hippel, A. (Hrsg.): Handbuch Adult Education / Further Education5. Wiesbaden, p. 751.
  13. ↑ Strauch, A. / Jütten, S. / Mania, E. (2009): Assessment of competencies in further training. Applying instruments and methods to the situation, Bielefeld: W. Bertelsmann Verlag, p. 26.
  14. ↑ Fogolin, A. (2012): Individual counseling needs in the run-up to occupying a vocational offer in distance learning. In: Fogolin, A. (Ed.): Educational advice in distance learning. Contributions from science and practice, Bielefeld: W. Bertelsmann Verlag, p. 106.
  15. ↑ a b Loebe, H. / Severing, E. (2007): Action Aids for Educational Consultants. Paths to the company. Vol. 20, Bielefeld: W. Bertelsmann Verlag, p. 5.
  16. ↑ a b Schiersmann, C (2007): On the way to a consulting science for the field of education, occupation. In: Heuer, U. / Siebers, R. (Ed.): Further education at the beginning of the 21st century. Festschrift for Wiltrud Gieseke, Berlin: Waxmann, p. 155.
  17. ↑ https://www.bildung.koeln.de/imperia/md/content/kmu/kmu_brosch_re_pdf.pdf, as of June 4, 2017
  18. ^ Sauer-Schiffer, U. (2004): Advice in adult education and extracurricular youth education: An introduction to theory and practice. In: Sauer-Schiffer, U. (Ed.): Education and advice. Counseling competence as a new challenge for further education and extracurricular youth education? Vol. 1, Berlin: Waxmann, p. 38.
  19. ↑ Schiersmann, C. (2007): Vocational training, Wiesbaden: VS Verlag für Sozialwissenschaften, p. 240.
  20. ↑ Schiersmann, C. (2007): Vocational training, Wiesbaden: VS Verlag für Sozialwissenschaften, p. 241.
  21. ↑ C. Schiersmann, H. Thiel: Advice in further education. In: F. Nestmann [u. a.] (Ed.): The handbook of advice. Tübingen: dgvt 2017. p. 899.
  22. ^ W. Gieseke: Advice in further education - differentiation of the need for advice. Report 2000. 46. pp. 15f.
  23. ↑ C. Schiersmann, H. Thiel: Advice in further education. In: F.Nestmann u. a. (Ed.): The handbook of advice. Tübingen: dgvt 2007. p. 900.
  24. ↑ a b Beuck, R. / Harke, D. / Voss, S. Quality management and quality criteria for education and training advice. Edited by the State Agency for Structure and Labor (LASA) Brandenburg GmbH). Potsdam: LASA 2000. pp. 59f.
  25. ^ F. Rudolf: Further education advice as business promotion. The advisory concept of the German chambers of industry and commerce. In: N. Kailer (Hrsg.): Advice on further education and personnel development - concepts and practical examples from educational institutions and companies. Vienna: Linde 1994. pp. 97-106 and pp. 233f.
  26. ↑ C. Schiersmann: Advice in the context of lifelong learning. In: R. Tippelt, A. von Hippel (Ed.), Handbook for Adult Education / Further Education. Wiesbaden: Springer VS Verlag für Sozialwissenschaften 2011. S. 763.
  27. ↑ a b c Schiersmann, C. & Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F .; Engel, F .; Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 895.
  28. ↑ Müller, C. & Gieseke, W. (2010): Realization and specification of service organizations for further training advice in regions. In: Karin Dollhausen, K. / Feld, TC / Seitter, W. (Ed.): Adult educational organizational research, Wiesbaden: Springer VS Verlag für Sozialwissenschaften, p. 150.
  29. ^ A b c d e Schiersmann, C. (2010): Counseling in the context of lifelong learning. In: R. Tippelt, A. von Hippel (Ed.), Handbook for Adult Education / Further Education. Wiesbaden: Springer VS Verlag für Sozialwissenschaften, p. 760.
  30. ↑ a b Schiersmann, C. & Remmele, H. (2004): Consulting fields in further training - an empirical inventory. Baltmannsweiler: Schneider Verlag Hohengehren.
  31. ↑ a b Schiersmann, C. & Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F .; Engel, F .; Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 903.
  32. ↑ Strauch, A. (2010): Keyword: “Effective Further Education Advice”, in: DIE Zeitschrift für Adultbildung, H. 2.
  33. ↑ Schiersmann, C. & Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F .; Engel, F .; Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 904.
  34. ↑ Rübner, M. (2016): Advice in the Federal Employment Agency. In: Gieseke / Nittel (2016) (Hrsg.): Educational advice on the lifespan. P. 767.
  35. ↑ Schiersmann, C. & Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F .; Engel, F .; Sickendiek, U. (Ed.): The handbook of advice. Tübingen.
  36. ↑ Chambers of Industry and Commerce (2017): WIS - The advanced training information system IHK advanced training consultants. Online - available at: http://wis.ihk.de/ihre-ihk/ihk-weiterbildungsberater.html Access on: June 3, 2017.
  37. ↑ Chamber of Crafts Hanover (2017): Further education advice. Online - available at: https://www.hwk-hannover.de/artikel/weiterbildungsberatung-23,0,2352.html, accessed on June 3, 2017.
  38. ↑ Chamber of Crafts Aachen (2017): Further education advice. Online - available at: http://www.hwk-aachen.de/weiterbildungsberatung.html, accessed on June 3, 2017.
  39. ↑ Strobel, C., Nilüfer, P., Dubiel, G., Lindner, M. & Pilz, S. (2009): Educational counseling - improving regional transparency. In: Emminghaus, C. / Tippelt, R. (Hrsg.): Realizing lifelong learning in regional networks. Final results of the “Learning Regions” program - promoting networks, Bielefeld: W. Bertelsmann Verlag GmbH.
  40. ↑ Robak, S./Heuer, U. (2009): Constitutional conditions of educational counseling from the networking perspective. In: Arnold, R./Gieseke, W./Zeuner, C. (Ed.): Bildungsberatungim Dialog. Volume III: Reference Models. Baltmannsweiler.
  41. ↑ Schiersmann, C. (2011): Counseling in the context of lifelong learning. In: Tippelt, R. / von Hippel, A. (Ed.): Handbook for adult education / training. Wiesbaden, p. 761.
  42. ↑ Schiersmann, C. & Thiel, H.-U. (2007): Advice in further education. In: Nestmann, F .; Engel, F .; Sickendiek, U. (Ed.): The handbook of advice. Tübingen, p. 902.