{"id":2095,"date":"2025-01-25T14:40:32","date_gmt":"2025-01-25T13:40:32","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/?page_id=2095"},"modified":"2025-01-29T17:25:22","modified_gmt":"2025-01-29T16:25:22","slug":"wieso-educational-oder-bildung-matters-1","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/wieso-educational-oder-bildung-matters-1\/","title":{"rendered":"Why Educational? Or: Education matters! 1.0"},"content":{"rendered":"\n<p><\/p>\n\n<p class=\"has-ast-global-color-4-background-color has-background\">Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 until fur\u00adther notice.&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cEdu\u00adca\u00adti\u00adon is thus unders\u00adtood as the abili\u00adty to make reasonable self-deter\u00admi\u00adna\u00adti\u00adon, which pre\u00adsup\u00adpo\u00adses or includes eman\u00adci\u00adpa\u00adti\u00adon from hete\u00adro\u00adno\u00admy, as the abili\u00adty to achie\u00adve auto\u00adno\u00admy, to think free\u00adly and to make one\u2019s own moral decis\u00adi\u00adons. It is pre\u00adcis\u00ade\u00adly for this reason that <em>self-acti\u00advi\u00adty<\/em> is the cen\u00adtral form of exe\u00adcu\u00adti\u00adon of the edu\u00adca\u00adtio\u00adnal process.\u201d&nbsp;<\/p>\n\n\n\n<p><a rel=\"noreferrer noopener\" href=\"https:\/\/de.wikipedia.org\/wiki\/Wolfgang_Klafki\" target=\"_blank\">Wolf\u00adgang Klaf\u00adki<\/a> (2007, S. 19)<sup><a href=\"#footnote_1_2095\" id=\"identifier_1_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Klafki, W. (2007). Neue Studien zur Bildungstheorie und Didaktik. Zeitgem\u00e4\u00dfe Allgemeinbildung und kritisch-konstruktive Didaktik. (6. Aufl.). Weinheim und Basel: Beltz.\">1<\/a><\/sup><\/p>\n<\/blockquote>\n\n<p class=\"has-text-align-left\"><br>This chap\u00adter descri\u00adbes why <em>Edu\u00adca\u00adtio\u00adnal<\/em> is the cen\u00adtral anchor point for agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship. In order to achie\u00adve the goal of pro\u00advi\u00adding modern human deve\u00adlo\u00adp\u00adment and enab\u00adling the cur\u00adrent and next gene\u00adra\u00adti\u00adon to act in the future, the pos\u00adsi\u00adbi\u00adli\u00adty of per\u00adso\u00adnal growth for all and fair and free access to edu\u00adca\u00adti\u00adon play an important role. The per\u00adspec\u00adti\u00adves in terms of con\u00adtent and so-cal\u00adled future skills that can con\u00adtri\u00adbu\u00adte to achie\u00adving this goal are shown with a&nbsp;view to edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons and per\u00adso\u00adnal growth, as are the spe\u00adcial fea\u00adtures of the edu\u00adca\u00adtio\u00adnal sec\u00adtors in the Ger\u00adman \u2018Bil\u00addungs\u00adsys\u00adtem\u2019. <\/p>\n<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_8689b55823803f36416b12d576f828fe75506506\" data-episode=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/educational-episode1\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/podlove\/file\/1\/s\/webplayer\/c\/website\/Educational.mp3\" type=\"audio\/mpeg\">\n<\/audio><\/div>\n\n<p>Licence<sup><a href=\"#footnote_2_2095\" id=\"identifier_2_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Licence: https:\/\/de.freepik.com\/psd\/mockup&quot;>Mockup PSD by Vectorium - de.freepik.com; book-cover by Kerstin Mayrberger, Lizenz CC BY 4.0\">2<\/a><\/sup><\/p>\n\n<p><em>[Note: If the media file is not dis\u00adplay\u00aded cor\u00adrect\u00adly in your brow\u00adser, all pod\u00adcast chap\u00adters of the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 can also be lis\u00adten\u00aded to direct\u00adly <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/agile-educational-leadership\/id1561170923\">here<\/a>.(ger\u00adman version)]<\/em><\/p>\n\n<ul class=\"wp-block-list\">\n<li><a href=\"#educational-bildung\" data-type=\"internal\" data-id=\"#educational-bildung\">Edu\u00adca\u00adtio\u00adnal and \u2018Bil\u00addung\u2019<\/a> <\/li>\n\n\n\n<li><a href=\"#zugang-bildung\" data-type=\"internal\" data-id=\"#zugang-bildung\">Pathways through education<\/a><\/li>\n\n\n\n<li><a href=\"#handlungsf%C3%A4higkeit\" data-type=\"internal\" data-id=\"#handlungsf\u00e4higkeit\">Enab\u00adling future capa\u00adci\u00adty to&nbsp;act<\/a><\/li>\n\n\n\n<li><a href=\"#zukunftsweisende-kompetenzen\" data-type=\"internal\" data-id=\"#zukunftsweisende-kompetenzen\">Skills sha\u00adping the future<\/a><\/li>\n\n\n\n<li><a href=\"#ael-bildungsbereich\" data-type=\"internal\" data-id=\"#ael-bildungsbereich\">Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship in the edu\u00adca\u00adti\u00adon sector<\/a><\/li>\n<\/ul>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"educational-bildung\">Educational and \u2018Bildung\u2019 <\/h3>\n\n<p>The con\u00adcept of <em>Bil\u00addung<\/em> , roo\u00adted in the Ger\u00adman tra\u00addi\u00adti\u00adon, goes bey\u00adond the idea of \u2018edu\u00adca\u00adti\u00adon\u2019 as mere know\u00adledge acqui\u00adsi\u00adti\u00adon. It encom\u00adpas\u00adses a&nbsp;holi\u00adstic deve\u00adlo\u00adp\u00adment of the indi\u00advi\u00addu\u00adal, inclu\u00adding intellec\u00adtu\u00adal growth, per\u00adso\u00adnal and moral deve\u00adlo\u00adp\u00adment, cul\u00adtu\u00adral under\u00adstan\u00adding, and the abili\u00adty to think cri\u00adti\u00adcal\u00adly and act respon\u00adsi\u00adbly in socie\u00adty. Each of us asso\u00adcia\u00adtes some\u00adthing per\u00adso\u00adnal with <em>good \u2018Bil\u00addung\u2019<\/em>. After all, we have all encoun\u00adte\u00adred per\u00adso\u00adnal growth\u2009\u2014\u2009in one form or ano\u00adther\u2009\u2014\u2009from my point of you within the con\u00adtext of the Ger\u00adman edu\u00adca\u00adti\u00adon sys\u00adtem. Whe\u00adther through per\u00adso\u00adnal expe\u00adri\u00aden\u00adces or by navi\u00adga\u00adting various edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons, we likely asso\u00adcia\u00adte it with a&nbsp;multi\u00adtu\u00adde of memo\u00adries. The\u00adse might stem from ear\u00adly child\u00adhood edu\u00adca\u00adti\u00adon, dif\u00adfe\u00adrent school sys\u00adtems, voca\u00adtio\u00adnal and aca\u00adde\u00admic edu\u00adca\u00adti\u00adon, or even lifel\u00adong lear\u00adning in the con\u00adtext of adult edu\u00adca\u00adti\u00adon and pro\u00adfes\u00adsio\u00adnal development.&nbsp;<\/p>\n\n<p><strong>Edu\u00adca\u00adtio\u00adnal<\/strong> <br>The ger\u00adman con\u00adcept of \u2018Bil\u00addung\u2019 repres\u00adents the frame of refe\u00adrence for Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, even though the term <em>Edu\u00adca\u00adtio\u00adnal<\/em> edu\u00adca\u00adtio\u00adnal is now empha\u00adsi\u00adzed in Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship. The\u00adre are many reasons for&nbsp;this.&nbsp;<\/p>\n\n<p>In the pre\u00adsent per\u00adspec\u00adti\u00adve, the Eng\u00adlish term <em>Edu\u00adca\u00adtio\u00adnal<\/em> takes cen\u00adter stage becau\u00adse, in its broa\u00addest sen\u00adse, it encom\u00adpas\u00adses what we in Ger\u00adman-spea\u00adking con\u00adtexts dif\u00adfe\u00adren\u00adtia\u00adte as \u2018Bil\u00addung\u2019, as well as upbrin\u00adging, socia\u00adliza\u00adti\u00adon, tea\u00adching, and lear\u00adning, inclu\u00adding the asso\u00adcia\u00adted insti\u00adtu\u00adti\u00adons and orga\u00adniza\u00adti\u00adons. For what we asso\u00adcia\u00adte with \u2018Bil\u00addung\u2019 in the Ger\u00adman edu\u00adca\u00adtio\u00adnal tra\u00addi\u00adti\u00adon\u2009\u2014\u2009par\u00adti\u00adcu\u00adlar\u00adly from a&nbsp;huma\u00adni\u00adties per\u00adspec\u00adti\u00adve\u2009\u2014\u2009the\u00adre is no equi\u00adva\u00adlent term in Eng\u00adlish<sup><a href=\"#footnote_3_2095\" id=\"identifier_3_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/en.wikipedia.org\/wiki\/Bildung, retrieved on 31.03.2021\">3<\/a><\/sup>. <\/p>\n\n<p><strong>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship: A&nbsp;Way of Under\u00adstan\u00adding<\/strong> <br>The terms in ques\u00adti\u00adon were ori\u00adgi\u00adnal\u00adly used in Eng\u00adlish within the Ger\u00adman text its\u00adelf, which might rai\u00adse some eye\u00adbrows. Howe\u00adver, this choice was made deli\u00adbera\u00adte\u00adly after careful con\u00adside\u00adra\u00adti\u00adon. Terms like \u201cLea\u00adder\u00adship\u201d and \u201cLea\u00adder\u201d are incre\u00adasing\u00adly pre\u00adfer\u00adred in Ger\u00adman-spea\u00adking con\u00adtexts over their nati\u00adve coun\u00adter\u00adparts, such as \u201cManage\u00adment\u201d and \u201cMana\u00adger\u201d have beco\u00adme stan\u00addard in ever\u00ady\u00adday usa\u00adge. This ten\u00adden\u00adcy will be explo\u00adred fur\u00adther in the rele\u00advant sec\u00adtion, along with the obser\u00adva\u00adti\u00adon that con\u00adcepts such as \u201cAgi\u00adle Lea\u00adder\u00adship\u201d or \u201cDigi\u00adtal Lea\u00adder\u00adship\u201d are rare\u00adly trans\u00adla\u00adted into Ger\u00adman any\u00admo\u00adre.<br>The pre\u00adfe\u00adrence for Eng\u00adlish ter\u00admi\u00adno\u00adlo\u00adgy is also evi\u00addent in other dis\u00adcus\u00adsions within the edu\u00adca\u00adtio\u00adnal field, such as tho\u00adse on Open Edu\u00adca\u00adti\u00adon, Open Edu\u00adca\u00adtio\u00adnal Resour\u00adces (<span class=\"caps\">OER<\/span>), or Open Edu\u00adca\u00adtio\u00adnal Prac\u00adti\u00adces (<span class=\"caps\">OEP<\/span>). This is part\u00adly becau\u00adse the\u00adse terms ori\u00adgi\u00adna\u00adted in inter\u00adna\u00adtio\u00adnal con\u00adtexts and part\u00adly to ensu\u00adre con\u00adtin\u00adued rele\u00advan\u00adce in glo\u00adbal dis\u00adcour\u00adse.<br>While some may take issue with the inte\u00adgra\u00adti\u00adon of Eng\u00adlish terms in Ger\u00adman dis\u00adcus\u00adsions\u2009\u2014\u2009a&nbsp;trend also reflec\u00adted in this text\u2009\u2014\u2009the dyna\u00admic inter\u00adsec\u00adtions of edu\u00adca\u00adti\u00adon, lear\u00adning, and digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon natu\u00adral\u00adly inha\u00adbit this lin\u00adgu\u00adi\u00adstic space.<br><br>The term <em>Edu\u00adca\u00adtio\u00adnal<\/em> was the\u00adr\u00ade\u00adfo\u00adre deli\u00adbera\u00adte\u00adly cho\u00adsen for its broa\u00adder and more fit\u00adting mea\u00adning. Ins\u00adtead of opting for a&nbsp;see\u00admingly obvious but seman\u00adti\u00adcal\u00adly mis\u00adlea\u00adding trans\u00adla\u00adti\u00adon such as \u201cagi\u00adle F\u00fch\u00adrung im Bil\u00addungs\u00adbe\u00adreich\u201d (agi\u00adle lea\u00adder\u00adship in the field of edu\u00adca\u00adti\u00adon), the con\u00adsis\u00adtent use of Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship has been main\u00adtai\u00adned.<br>Fur\u00adther\u00admo\u00adre, the pla\u00adce\u00adment of Edu\u00adca\u00adtio\u00adnal bet\u00adween Agi\u00adle and Lea\u00adder\u00adship unders\u00adcores its cen\u00adtral role as a&nbsp;bridge bet\u00adween the two. The term Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship thus embo\u00addies this par\u00adti\u00adcu\u00adlar per\u00adspec\u00adti\u00adve and interpretation.&nbsp;<\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"zugang-bildung\">Pathways through education&nbsp;<\/h3>\n\n<p>In most cases, tho\u00adse for whom edu\u00adca\u00adti\u00adon is important or for whom edu\u00adca\u00adti\u00adon has given them some\u00adthing meaningful for their own path in a&nbsp;pro\u00adcess of appro\u00adpria\u00adti\u00adon and deba\u00adte asso\u00adcia\u00adte edu\u00adca\u00adti\u00adon with some\u00adthing posi\u00adti\u00adve \u2013 pos\u00adsi\u00adbly with expe\u00adri\u00aden\u00adces or con\u00adse\u00adquen\u00adces that can be cha\u00adrac\u00adte\u00adri\u00adsed as descri\u00adbed by the scho\u00adlar in edu\u00adca\u00adti\u00adon Wolf\u00adgang Klaf\u00adki in the ope\u00adning quo\u00adte, which he for\u00admu\u00adla\u00adted in 1985. Some\u00adthing that hel\u00adped them per\u00adso\u00adnal\u00adly, regard\u00adless of their back\u00adground, to expe\u00adri\u00adence self-deter\u00admi\u00adna\u00adti\u00adon in cri\u00adti\u00adcal thin\u00adking and action as some\u00adthing self-effec\u00adti\u00adve and empowe\u00adring. For in the \u201cunder\u00adstan\u00adding of clas\u00adsi\u00adcal edu\u00adca\u00adtio\u00adnal theo\u00adry, edu\u00adca\u00adti\u00adon is <em>gene\u00adral edu\u00adca\u00adti\u00adon<\/em> inso\u00adfar as it is sup\u00adpo\u00adsed to be <em>edu\u00adca\u00adti\u00adon for all<\/em>.\u201c (Klaf\u00adki 2007, S. 21; trans\u00adla\u00adti\u00adon with deeplPro, ori\u00adgi\u00adnal empha\u00adsis)<sup><a href=\"#footnote_1_2095\" id=\"identifier_4_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Klafki, W. (2007). Neue Studien zur Bildungstheorie und Didaktik. Zeitgem\u00e4\u00dfe Allgemeinbildung und kritisch-konstruktive Didaktik. (6. Aufl.). Weinheim und Basel: Beltz.\">1<\/a><\/sup>   <\/p>\n\n<p><strong>Lear\u00adning oppor\u00adtu\u00adni\u00adties for Ever\u00adyo\u00adne<\/strong> <br>And pre\u00adsu\u00adma\u00adb\u00adly many peo\u00adp\u00adle start with their indi\u00advi\u00addu\u00adal and bio\u00adgra\u00adphi\u00adcal refe\u00adren\u00adces when it comes to access to edu\u00adca\u00adti\u00adon, in line with their ide\u00adas of <em>edu\u00adca\u00adti\u00adon for all.<br><\/em> <\/p>\n\n<p>Abo\u00adve all, edu\u00adca\u00adti\u00adon usual\u00adly plays an important role for tho\u00adse for whom it meant ope\u00adning doors, who are less pri\u00advi\u00adle\u00adged and, as it is said today, grew up more or less far remo\u00adved from edu\u00adca\u00adti\u00adon. The\u00adse indi\u00advi\u00addu\u00adals are often the first in their fami\u00adlies to com\u00adple\u00adte hig\u00adher edu\u00adca\u00adti\u00adon or pur\u00adsue an aca\u00adde\u00admic degree, which has sub\u00adse\u00adquent\u00adly shaped their lives. The\u00adse so-cal\u00adled first gene\u00adra\u00adti\u00adon stu\u00addents are an important part of hig\u00adher edu\u00adca\u00adti\u00adon, repre\u00adsen\u00adting the diver\u00adsi\u00adty of today\u2019s cohorts of stu\u00addents (see the situa\u00adti\u00adon of stu\u00addents in ger\u00adma\u00adny up to 2016)<sup><a href=\"#footnote_4_2095\" id=\"identifier_5_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.bmbf.de\/de\/der-studierendensurvey-1036.html, accessed on 31\/03\/2021\">4<\/a><\/sup> and in plan\u00adning<sup><a href=\"#footnote_5_2095\" id=\"identifier_6_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.die-studierendenbefragung.de, accessed on 31\/03\/2021\">5<\/a><\/sup>. For the\u00adse indi\u00advi\u00addu\u00adals, edu\u00adca\u00adti\u00adon is likely asso\u00adcia\u00adted with the ope\u00adning and crea\u00adti\u00adon of oppor\u00adtu\u00adni\u00adties and access.&nbsp;<\/p>\n\n<p>he fact that this pro\u00adpor\u00adti\u00adon of stu\u00addents has remain\u00aded rela\u00adtively low to this day is well known and can be explai\u00adned by the low per\u00admea\u00adbi\u00adli\u00adty of the Ger\u00adman edu\u00adca\u00adti\u00adon sys\u00adtem. The fact that the\u00adre is still a&nbsp;lot of poten\u00adti\u00adal in the area of per\u00admea\u00adbi\u00adli\u00adty has alre\u00ada\u00addy been demons\u00adtra\u00adted seve\u00adral times in repre\u00adsen\u00adta\u00adti\u00adve, inter\u00adna\u00adtio\u00adnal com\u00adpa\u00adra\u00adti\u00adve stu\u00addies such as the <span class=\"caps\">IEA<\/span> com\u00adpa\u00adra\u00adti\u00adve stu\u00addy <span class=\"caps\">ICILS<\/span> (Inter\u00adna\u00adtio\u00adnal Com\u00adpu\u00adter and Infor\u00adma\u00adti\u00adon Liter\u00adacy Stu\u00addy) 2018 (Eickel\u00admann et al., 2019)<sup><a href=\"#footnote_6_2095\" id=\"identifier_7_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Eickelmann, B., Bos, W., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K., Senkbeil, M. &amp; Vahrenhold, J. (eds.) (2019). ICILS 2018 #Deutschland Computer- und informationsbezogene Kompetenzen von Sch\u00fclerinnen und Sch\u00fclern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking. M\u00fcnster: Waxmann. Retrieved 16.03.2021, from https:\/\/www.waxmann.com\/?eID=texte&amp;pdf=4000Volltext.pdf&amp;typ=zusatztext\">6<\/a><\/sup> pro\u00adble\u00adma\u00adtis\u00aded. Con\u00adver\u00adse\u00adly, edu\u00adca\u00adti\u00adon that is not made pos\u00adsi\u00adble also stands for the pre\u00adven\u00adti\u00adon of deve\u00adlo\u00adp\u00adment oppor\u00adtu\u00adni\u00adties and life chan\u00adces. Edu\u00adca\u00adti\u00adon is cru\u00adcial! Edu\u00adca\u00adti\u00adon matters!&nbsp;<\/p>\n\n<p><strong>Sub\u00ads\u00adtainable Deve\u00adlo\u00adp\u00adment Goal 4&nbsp;or <span class=\"caps\">SDG4<\/span><\/strong> <br>The social importance of acces\u00adsi\u00adbi\u00adli\u00adty beco\u00admes clea\u00adrer when you look at the cur\u00adrent 17 Sus\u00adtainable Deve\u00adlo\u00adp\u00adment Goals (SDGs)<sup><a href=\"#footnote_7_2095\" id=\"identifier_8_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/sdgs.un.org\/goals, accessed 31\/03\/2021\">7<\/a><\/sup> of the United Nati\u00adons, which the world has agreed to achie\u00adve by 2030. They are inten\u00added to ensu\u00adre sus\u00adtainable deve\u00adlo\u00adp\u00adment on an eco\u00adno\u00admic, social and eco\u00adlo\u00adgi\u00adcal level and are aimed at pre\u00adser\u00adving and sha\u00adping the living envi\u00adron\u00adment of future generations.&nbsp;<\/p>\n\n<p>The 4th Sus\u00adtainable Deve\u00adlo\u00adp\u00adment Goal or <span class=\"caps\">SDG4<\/span> is dedi\u00adca\u00adted to edu\u00adca\u00adti\u00adon, which is con\u00adside\u00adred and trea\u00adted as a&nbsp;high prio\u00adri\u00adty. <span class=\"caps\">SDG4<\/span><sup><a href=\"#footnote_8_2095\" id=\"identifier_9_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.eda.admin.ch\/agenda2030\/de\/home\/agenda-2030\/die-17-ziele-fuer-eine-nachhaltige-entwicklung\/ziel-4-inklusive-gleichberechtigte-und-hochwertige-bildung.html, accessed 31\/03\/2021\">8<\/a><\/sup> is geared towards the fol\u00adlo\u00adwing glo\u00adbal acti\u00advi\u00adty to pro\u00admo\u00adte equal oppor\u00adtu\u00adni\u00adties: \u201cEqui\u00adta\u00adble qua\u00adli\u00adty edu\u00adca\u00adti\u00adon: Ensu\u00adre inclu\u00adsi\u00adve and equi\u00adta\u00adble qua\u00adli\u00adty edu\u00adca\u00adti\u00adon and lifel\u00adong lear\u00adning oppor\u00adtu\u00adni\u00adties for&nbsp;all.\u201d&nbsp;<\/p>\n\n<p><strong>Agen\u00adda \u201cBil\u00addung 2030\u201d<\/strong> <br>In Ger\u00adma\u00adny, the Ger\u00adman Com\u00admis\u00adsi\u00adon for <span class=\"caps\">UNESCO<\/span> is dis\u00adcus\u00adsing this glo\u00adbal endea\u00advour for equi\u00adta\u00adble and high-qua\u00adli\u00adty edu\u00adca\u00adti\u00adon under \u201cAgen\u00adda Bil\u00addung 2030\u201c<sup><a href=\"#footnote_9_2095\" id=\"identifier_10_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.unesco.de\/bildung\/agenda-bildung-2030\/bildung-und-die-sdgs, accessed 31 March 2021\">9<\/a><\/sup> and sup\u00adport\u00ading its imple\u00admen\u00adta\u00adti\u00adon. A&nbsp;look at the rela\u00adtively low pro\u00adpor\u00adti\u00adon of adults with ter\u00adtia\u00adry edu\u00adca\u00adti\u00adon qua\u00adli\u00adfi\u00adca\u00adti\u00adons com\u00adpared to the rest of the <span class=\"caps\">EU<\/span><sup><a href=\"#footnote_10_2095\" id=\"identifier_11_2095\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.bpb.de\/nachschlagen\/zahlen-und-fakten\/europa\/299805\/hochschulabschluss, accessed 31 March 2021 and https:\/\/de.statista.com\/statistik\/daten\/studie\/1099110\/umfrage\/bevoelkerungsanteil-in-den-eu-laendern-mit-hochschulabschluss\/, accessed 31 March 2021\">10<\/a><\/sup> shows that Ger\u00adma\u00adny still has poten\u00adti\u00adal for deve\u00adlo\u00adp\u00adment in rela\u00adti\u00adon to the <span class=\"caps\">EU<\/span> average.&nbsp;<\/p>\n\n<p>But regard\u00adless of this, access to edu\u00adca\u00adti\u00adon and edu\u00adca\u00adtio\u00adnal equi\u00adty in the sen\u00adse of edu\u00adca\u00adti\u00adon for all can\u00adnot be about less or more, but always about as much, good and bet\u00adter as possible!&nbsp;<\/p>\n\n<p>Becau\u00adse we as a&nbsp;socie\u00adty, and espe\u00adci\u00adal\u00adly as stake\u00adhol\u00adders in the edu\u00adca\u00adti\u00adon sec\u00adtor, have a&nbsp;respon\u00adsi\u00adbi\u00adli\u00adty to pro\u00advi\u00adde the next generation(s) with a&nbsp;good (basic) edu\u00adca\u00adti\u00adon that enables them to deal con\u00adfi\u00addent\u00adly with uncer\u00adtain\u00adties, ambi\u00adgui\u00adties and con\u00adstant (cul\u00adtu\u00adral) chan\u00adge, to be able to act in the future and to make sus\u00adtainable decis\u00adi\u00adons and sol\u00adve future problems.&nbsp;<\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"handlungsf\u00e4higkeit\">Enabling future capacity to&nbsp;act<\/h3>\n\n<p>After more than a&nbsp;year of dis\u00adrup\u00adti\u00adon in the edu\u00adca\u00adti\u00adon sec\u00adtor, it can be obser\u00adved that the edu\u00adca\u00adti\u00adon sec\u00adtor as we have known it to date, with its stake\u00adhol\u00adders, is cle\u00adar\u00adly not resi\u00adli\u00adent and fle\u00adxi\u00adble enough under cri\u00adsis con\u00addi\u00adti\u00adons. So what mode could be used to bet\u00adter orga\u00adni\u00adze edu\u00adca\u00adti\u00adon under the\u00adse cri\u00adsis-rid\u00adden con\u00addi\u00adti\u00adons, which will con\u00adti\u00adnue to be dif\u00adfi\u00adcult to plan for in the future, and cul\u00adti\u00adva\u00adte a&nbsp;sus\u00adtainable capa\u00adci\u00adty to&nbsp;act?&nbsp;<\/p>\n\n<p><strong>The chall\u00adenge of uncer\u00adtain\u00adty<\/strong> <br>A&nbsp;glan\u00adce at the Ger\u00adman dai\u00adly press and public deba\u00adte online is enough to get a&nbsp;pic\u00adtu\u00adre of the con\u00adtra\u00addic\u00adto\u00adry opi\u00adni\u00adons on the next sen\u00adsi\u00adble steps (ope\u00adning vs. clo\u00adsing), to ascer\u00adtain oppo\u00adsing and some\u00adti\u00admes char\u00adged posi\u00adti\u00adons (pre\u00adsence vs. online) or to gain a&nbsp;pic\u00adtu\u00adre of dis\u00adil\u00adlu\u00adsio\u00adned actors (ful\u00adfilm\u00adent of duty vs. self-assess\u00adment), to name just a&nbsp;few facets.&nbsp;<\/p>\n\n<p>In view of the pan\u00adde\u00admic and its as yet unfo\u00adre\u00adseeable con\u00adse\u00adquen\u00adces, but also with a&nbsp;view to the ongo\u00ading digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon as a&nbsp;per\u00adma\u00adnent, essen\u00adti\u00adal social con\u00addi\u00adti\u00adon, the cen\u00adtral chall\u00adenge for the edu\u00adca\u00adti\u00adon sec\u00adtor remains to enable fair access to edu\u00adca\u00adti\u00adon for all and at the same time to think about edu\u00adca\u00adti\u00adon in a&nbsp;future-ori\u00aden\u00adted way and to rea\u00adli\u00adse it with con\u00adtem\u00adpo\u00adra\u00adry edu\u00adca\u00adtio\u00adnal for\u00admats. This refers to lear\u00adning and edu\u00adca\u00adtio\u00adnal for\u00admats that enable lear\u00adners to gain expe\u00adri\u00adence with com\u00adplex chal\u00adlenges. This includes inde\u00adpendent\u00adly deve\u00adlo\u00adping solu\u00adti\u00adons to pro\u00adblems for which the\u00adre is more than one or no stan\u00addar\u00addi\u00adzed solu\u00adti\u00adon, gai\u00adning expe\u00adri\u00adence in com\u00admu\u00adni\u00adca\u00adting and inter\u00adac\u00adting with diver\u00adse peo\u00adp\u00adle and per\u00adspec\u00adti\u00adves, and expe\u00adri\u00aden\u00adcing that ide\u00adas for solu\u00adti\u00adons can also fail and lear\u00adning from mista\u00adkes. As it is curr\u00adent\u00adly orga\u00adni\u00adzed, the edu\u00adca\u00adti\u00adon sys\u00adtem appears to be bare\u00adly capa\u00adble of deal\u00ading with uncer\u00adtain\u00adties and ambi\u00adgui\u00adties in a&nbsp;con\u00adfi\u00addent man\u00adner, as well as pre\u00adpa\u00adring stu\u00addents for deal\u00ading with com\u00adplex pro\u00adblems and issues across the dif\u00adfe\u00adrent are\u00adas of education.&nbsp;<\/p>\n\n<p><strong>Per\u00adso\u00adnal Growth <\/strong> <br>But what does it mean to enable per\u00adso\u00adnal edu\u00adca\u00adti\u00adon or per\u00adso\u00adnal growth in a&nbsp;sus\u00adtainable way or to rea\u00adli\u00adse con\u00adtem\u00adpo\u00adra\u00adry education?&nbsp;<\/p>\n\n<p>It is basi\u00adcal\u00adly what Wolf\u00adgang Klaf\u00adki descri\u00adbes in his quo\u00adte at the begin\u00adning. It is very much about a&nbsp;per\u00adso\u00adnal per\u00adspec\u00adti\u00adve that goes bey\u00adond uni\u00adfy\u00ading stan\u00addar\u00addiza\u00adti\u00adons or a&nbsp;one-size-fits-all solu\u00adti\u00adon, for exam\u00adp\u00adle in lear\u00adning or edu\u00adca\u00adtio\u00adnal oppor\u00adtu\u00adni\u00adties. In essence, it is about a&nbsp;per\u00adson-ori\u00aden\u00adta\u00adti\u00adon or lear\u00adner-ori\u00aden\u00adta\u00adti\u00adon that does not view the varie\u00adty or diver\u00adsi\u00adty of lear\u00adners\u2019 needs as a&nbsp;chall\u00adenge, but rather the\u00adse dif\u00adfe\u00adrent approa\u00adches, needs and per\u00adspec\u00adti\u00adves as sources and resour\u00adces of diver\u00adse per\u00adspec\u00adti\u00adves and oppor\u00adtu\u00adni\u00adties for the cour\u00adse of indi\u00advi\u00addu\u00adal edu\u00adca\u00adtio\u00adnal processes.&nbsp;<\/p>\n\n<p>And even if edu\u00adca\u00adti\u00adon is always an indi\u00advi\u00addu\u00adal pro\u00adcess that is based on one\u2019s own histo\u00adry, pre\u00advious know\u00adledge and pre\u00advious expe\u00adri\u00aden\u00adces, some\u00adthing as abs\u00adtract as edu\u00adca\u00adti\u00adon usual\u00adly hap\u00adpens when the\u00adre is an inter\u00adac\u00adtion, an exch\u00adan\u00adge with some\u00adthing or with other peo\u00adp\u00adle. Put sim\u00adply, edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses take place on occa\u00adsi\u00adons that irri\u00adta\u00adte you, per\u00adhaps even shake up your pre\u00advious atti\u00adtu\u00addes or images of the world and thus put you in a&nbsp;minor or major per\u00adso\u00adnal cri\u00adsis situa\u00adti\u00adon. A&nbsp;reflec\u00adti\u00adve, pro\u00adduc\u00adti\u00adve or cri\u00adti\u00adcal con\u00adfron\u00adta\u00adti\u00adon with such a&nbsp;situa\u00adti\u00adon and, in the best case, over\u00adco\u00adming it lea\u00adves its mark on us. Edu\u00adca\u00adti\u00adon the\u00adr\u00ade\u00adfo\u00adre always means chan\u00adge. Gene\u00adral\u00adly spea\u00adking, this refers to how indi\u00advi\u00addu\u00adals see and per\u00adcei\u00adve the world and them\u00adsel\u00adves and reflect on this rela\u00adti\u00adonship. A&nbsp;world that is beco\u00adming more com\u00adplex and places incre\u00adasing\u00adly hig\u00adher demands on our own abili\u00adty to reflect. This pro\u00adcess of edu\u00adca\u00adti\u00adon can be seen as a&nbsp;per\u00adso\u00adnal transformation.&nbsp;<\/p>\n\n<p>Edu\u00adca\u00adti\u00adon some\u00adti\u00admes takes place con\u00adscious\u00adly and pur\u00adpo\u00adseful\u00adly, some\u00adti\u00admes we hard\u00adly noti\u00adce it. Per\u00adhaps we only rea\u00adli\u00adse later that we have under\u00adgo\u00adne infor\u00admal trai\u00adning in cer\u00adtain are\u00adas. At other times, we have deli\u00adbera\u00adte\u00adly sel\u00adec\u00adted edu\u00adca\u00adtio\u00adnal pro\u00adgram\u00admes and are also inte\u00adres\u00adted in see\u00ading whe\u00adther and what we know or can do more of after\u00adwards and want to have this cer\u00adti\u00adfied in a&nbsp;sui\u00adta\u00adble&nbsp;form.&nbsp;<\/p>\n\n<p><strong>Con\u00adtem\u00adpo\u00adra\u00adry needs<\/strong> <br>When peo\u00adp\u00adle ask what child\u00adren, young peo\u00adp\u00adle or adults, but also seni\u00ador citi\u00adzens, should learn in edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons today becau\u00adse they need it in ever\u00ady\u00adday life and for life in order to be com\u00adpe\u00adtent today, but rather for the future, in order to deal with incre\u00adasing com\u00adple\u00adxi\u00adty, the\u00adre is usual\u00adly a&nbsp;refe\u00adrence to cri\u00adti\u00adcal facul\u00adties or \u201cbeing cri\u00adti\u00adcal\u201d. With refe\u00adrence to the cur\u00adrent digi\u00adta\u00adliza\u00adti\u00adon and digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon, comm\u00adents are often made in the direc\u00adtion of media skills, inclu\u00adding chan\u00adged com\u00admu\u00adni\u00adca\u00adti\u00adon skills or digi\u00adtal skills. Not infre\u00adquent\u00adly in con\u00adnec\u00adtion with the important refe\u00adrence to the con\u00adtin\u00adued importance of direct com\u00admu\u00adni\u00adca\u00adti\u00adon and tog\u00ade\u00adther\u00adness or, more gene\u00adral\u00adly, the role of per\u00adso\u00adnal rela\u00adti\u00adonships as social&nbsp;glue.&nbsp;<\/p>\n\n<p>The situa\u00adti\u00adon during the pan\u00adde\u00admic shows very cle\u00adar\u00adly whe\u00adre the way we will com\u00admu\u00adni\u00adca\u00adte, work and live with each other in the future is hea\u00adding. How many of us are now able to take part in a&nbsp;video con\u00adfe\u00adrence with one or more peo\u00adp\u00adle via our smart\u00adphone, tablet or com\u00adpu\u00adter or use mes\u00adsen\u00adger ser\u00advices ins\u00adtead of wri\u00adting long emails as a&nbsp;mat\u00adter of cour\u00adse? Hand\u00adwrit\u00adten paper let\u00adters or cards are now rare \u2013 and at the same time have beco\u00adme a&nbsp;very spe\u00adcial ges\u00adtu\u00adre among all the digi\u00adtal forms of com\u00admu\u00adni\u00adca\u00adti\u00adon. How many have casual\u00adly star\u00adted to learn, for exam\u00adp\u00adle, to make appoint\u00adments via online por\u00adtals as a&nbsp;mat\u00adter of cour\u00adse, to buy tickets online with an app or at a&nbsp;ticket machi\u00adne, wit\u00adhout thin\u00adking about how many com\u00adpu\u00adters are now instal\u00adled in our ever\u00ady\u00adday lives and whe\u00adre which data is nee\u00added and what hap\u00adpens to it? In addi\u00adti\u00adon, more and more online lear\u00adning oppor\u00adtu\u00adni\u00adties are emer\u00adging in a&nbsp;varie\u00adty of ways, espe\u00adci\u00adal\u00adly for per\u00adso\u00adnal development.&nbsp;<\/p>\n\n<p>At the same time, in addi\u00adti\u00adon to digi\u00adta\u00adli\u00adsa\u00adti\u00adon, as addres\u00adsed by the 17 SDGs men\u00adtio\u00adned abo\u00adve, the\u00adre are other major chal\u00adlenges ahead of us, such as demo\u00adgra\u00adphic chan\u00adge and cli\u00adma\u00adte chan\u00adge, and the\u00adr\u00ade\u00adfo\u00adre the ques\u00adti\u00adon of how we want to live in the future and what we should have lear\u00adned for this. Or to put it ano\u00adther way, how can we prepa\u00adre our\u00adsel\u00adves as well as pos\u00adsi\u00adble today for a&nbsp;future that we can only guess at&nbsp;today?&nbsp;<\/p>\n\n<p><strong>Future-Rea\u00addi\u00adness and Hig\u00adher Edu\u00adca\u00adti\u00adon<\/strong> <br>In the field of hig\u00adher edu\u00adca\u00adti\u00adon, the\u00adre is incre\u00adasing talk of pro\u00admo\u00adting future skills, par\u00adti\u00adcu\u00adlar\u00adly with regard to digi\u00adta\u00adli\u00adsa\u00adti\u00adon and mecha\u00adni\u00adsa\u00adti\u00adon, in order to prepa\u00adre stu\u00addents for future pro\u00adfes\u00adsi\u00adons and fields of acti\u00advi\u00adty. The spe\u00adci\u00adfic focus of such com\u00adpe\u00adten\u00adces is debatable.&nbsp;<\/p>\n\n<p>Here, they are used as an exam\u00adp\u00adle for the chal\u00adlen\u00adging task of desig\u00adning stu\u00addy pro\u00adgrams in the field of hig\u00adher edu\u00adca\u00adti\u00adon, which must strike a&nbsp;balan\u00adce bet\u00adween sub\u00adject-spe\u00adci\u00adfic and inter\u00addi\u00adsci\u00adpli\u00adna\u00adry skills acquisition.&nbsp;<\/p>\n\n<p>At the same time, future skills are exem\u00adpla\u00adry of how the dis\u00adcus\u00adsions about the rela\u00adti\u00adonship bet\u00adween spe\u00adcia\u00adli\u00adzed edu\u00adca\u00adti\u00adon and gene\u00adral edu\u00adca\u00adti\u00adon are still being con\u00adduc\u00adted today, which topics are being deba\u00adted and which offers are ulti\u00adm\u00adate\u00adly available to stu\u00addents. It goes wit\u00adhout say\u00ading that all tho\u00adse invol\u00adved are cer\u00adtain\u00adly stri\u00adving for the best for cur\u00adrent and future stu\u00addents and want to pro\u00advi\u00adde them with the best pos\u00adsi\u00adble con\u00addi\u00adti\u00adons for good uni\u00adver\u00adsi\u00adty degrees, but over\u00adco\u00adming exis\u00adting stu\u00addy struc\u00adtures requi\u00adres a&nbsp;gre\u00adat deal of com\u00admit\u00adment from many&nbsp;sides.&nbsp;<\/p>\n\n<p>This means that tried and tes\u00adted struc\u00adtures and cur\u00adrent neces\u00adsi\u00adties are some\u00adti\u00admes at odds with each other. This is becau\u00adse to this day, sub\u00adject-spe\u00adci\u00adfi\u00adci\u00adty or the \u201cright\u201d sub\u00adject con\u00adtent is still gene\u00adral\u00adly given the hig\u00adhest prio\u00adri\u00adty. Many will remem\u00adber the con\u00adver\u00adsi\u00adon of the Euro\u00adpean hig\u00adher edu\u00adca\u00adti\u00adon sys\u00adtem in the ear\u00adly 2000s as part of the Bolo\u00adgna reform, when the so-cal\u00adled \u2018tra\u00addi\u00adtio\u00adnal stu\u00addy pro\u00adgrams\u2019 with Magis\u00adter or Diplom degrees were trans\u00adfor\u00admed into new Bache\u00adlor\u2019s and Mas\u00adter\u2019s degree pro\u00adgram\u00admes based on modu\u00adles (The \u2018Staats\u00adexamen\u2019 plays a&nbsp;spe\u00adcial role in this con\u00adtext up to the pre\u00adsent ). Alt\u00adhough the\u00adre was a&nbsp;broad con\u00adsen\u00adsus on the reform, it was most\u00adly car\u00adri\u00aded out in the form of trans\u00adfer\u00adring as much cur\u00adri\u00adcu\u00adlar con\u00adtent as pos\u00adsi\u00adble from the old degree pro\u00adgram\u00admes into new modu\u00adles. Cri\u00adti\u00adcal scru\u00adti\u00adny and con\u00adside\u00adra\u00adti\u00adon of the spe\u00adci\u00adfic objec\u00adti\u00adves behind the new modu\u00adles or which sub\u00adject-spe\u00adci\u00adfic or inter\u00addi\u00adsci\u00adpli\u00adna\u00adry com\u00adpe\u00adten\u00adces should be pro\u00admo\u00adted and asses\u00adsed and how, were negle\u00adc\u00adted, espe\u00adci\u00adal\u00adly in the ear\u00adly stages of the reform. Due to for\u00admal capa\u00adci\u00adty rest\u00adric\u00adtions in the form of stan\u00addar\u00addi\u00adzed cre\u00addit points, which repre\u00adsent available time units per degree pro\u00adgram\u00adme, degree pro\u00adgram\u00admes and modu\u00adles can\u00adnot be expan\u00added at will. To this day, the chall\u00adenge of every degree pro\u00adgram\u00adme reform, but also a&nbsp;con\u00adstant\u00adly rene\u00adwed oppor\u00adtu\u00adni\u00adty, is to con\u00adsider and nego\u00adtia\u00adte, ide\u00adal\u00adly tog\u00ade\u00adther with stu\u00addents, how many cre\u00addit points should be award\u00aded for which con\u00adtent or com\u00adpe\u00adten\u00adces and for how many cre\u00addit points, given a&nbsp;cap\u00adped total amount.&nbsp;<\/p>\n\n<p><strong>Aca\u00adde\u00admic disci\u00adpli\u00adne, per\u00adso\u00adnal growth and employa\u00adbi\u00adli\u00adty<\/strong> <br>To this day, the design of modu\u00adles is hand\u00adled dif\u00adfer\u00adent\u00adly depen\u00adding on the edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon, but sub\u00adject con\u00adtent is always con\u00adfron\u00adted with new inter\u00addi\u00adsci\u00adpli\u00adna\u00adry con\u00adtent and skills. This often rai\u00adses the ques\u00adti\u00adon of whe\u00adther inter\u00addi\u00adsci\u00adpli\u00adna\u00adry con\u00adtent such as lan\u00adguage acqui\u00adsi\u00adti\u00adon, digi\u00adtal skills, rese\u00adarch methods or sci\u00aden\u00adti\u00adfic theo\u00adry should be inte\u00adgra\u00adted sepa\u00adra\u00adte\u00adly in a&nbsp;gene\u00adral stu\u00addies or elec\u00adti\u00adve area or in the spe\u00adcia\u00adli\u00adsed degree pro\u00adgram\u00admes. In addi\u00adti\u00adon, incre\u00adasing digi\u00adta\u00adli\u00adsa\u00adti\u00adon is also chan\u00adging the sub\u00adject con\u00adtent its\u00adelf and new sub\u00adject are\u00adas are deve\u00adlo\u00adping, such as digi\u00adtal huma\u00adni\u00adties in the huma\u00adni\u00adties. In many cases, the\u00adse requi\u00adre\u00adments ari\u00adse direct\u00adly from prac\u00adti\u00adce or the later field of work of stu\u00addents who do not remain at uni\u00adver\u00adsi\u00adty and pur\u00adsue an aca\u00adde\u00admic care\u00ader. The Ger\u00adman Coun\u00adcil of Sci\u00adence and Huma\u00adni\u00adties empha\u00adsi\u00ads\u00ades how rele\u00advant it is for uni\u00adver\u00adsi\u00adties to make con\u00adtri\u00adbu\u00adti\u00adons to (spe\u00adcia\u00adlist) sci\u00adence, per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment and labour mar\u00adket pre\u00adpa\u00adra\u00adti\u00adon in equal mea\u00adsu\u00adre with a&nbsp;view to the indi\u00advi\u00addu\u00adal and the labour mar\u00adket (Wis\u00adsen\u00adschafts\u00adrat 2015)<sup><a href=\"#footnote_11_2095\" id=\"identifier_12_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Wissenschaftsrat (2015). Empfehlungen zum Verh\u00e4ltnis von Hochschulbildung und Arbeitsmarkt. Bielefeld. Accessed 16.03.2021, from www.wissenschaftsrat.de\/download\/archiv\/4925-15.pdf\">11<\/a><\/sup> . Howe\u00adver, espe\u00adci\u00adal\u00adly sin\u00adce the Bolo\u00adgna reform, the con\u00adcept of employa\u00adbi\u00adli\u00adty of stu\u00addents, which was pro\u00admin\u00adent\u00adly intro\u00addu\u00adced the\u00adre, has always been view\u00aded cri\u00adti\u00adcal\u00adly, espe\u00adci\u00adal\u00adly at uni\u00adver\u00adsi\u00adties with their con\u00adsti\u00adtu\u00adtio\u00adnal\u00adly gua\u00adran\u00adteed right to free\u00addom of rese\u00adarch and teaching.&nbsp;<\/p>\n\n<p>Despi\u00adte incre\u00adasing invol\u00advement in the social trans\u00adfer sec\u00adtor, uni\u00adver\u00adsi\u00adties in par\u00adti\u00adcu\u00adlar still see them\u00adsel\u00adves more stron\u00adgly con\u00adnec\u00adted to the tra\u00addi\u00adti\u00adon of edu\u00adca\u00adti\u00adon through sci\u00adence and the free\u00addom of rese\u00adarch. This may help to explain why the rea\u00adliza\u00adti\u00adon of a&nbsp;con\u00adtem\u00adpo\u00adra\u00adry edu\u00adca\u00adti\u00adon for all, which can be simul\u00adta\u00adneous\u00adly rela\u00adted to (spe\u00adcia\u00adlist) sci\u00adence, per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment and pre\u00adpa\u00adra\u00adti\u00adon for the labour mar\u00adket, is still a&nbsp;chall\u00adenge for the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor today in terms of imple\u00admen\u00adta\u00adti\u00adon within the frame\u00adwork of exis\u00adting degree pro\u00adgram\u00adme structures.&nbsp;<\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"zukunftsweisende-kompetenzen\">Skills shaping the future<\/h3>\n\n<p>With a&nbsp;view to sus\u00adtainable edu\u00adca\u00adti\u00adon, the focus at this point is less on edu\u00adca\u00adtio\u00adnal forms and con\u00adcepts and more on com\u00adpe\u00adten\u00adces and sub\u00adjects as well as the way in which edu\u00adca\u00adti\u00adon or lear\u00adning can take place in a&nbsp;foward-loo\u00adking man\u00adner within this frame\u00adwork. Always with a&nbsp;view to the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of the edu\u00adca\u00adti\u00adon sec\u00adtor that is curr\u00adent\u00adly taking&nbsp;place.&nbsp;<\/p>\n\n<p><strong>Media-rela\u00adted skills and data liter\u00adacy<\/strong> <br>Sub\u00adject are\u00adas that are curr\u00adent\u00adly regard\u00aded as new, future-ori\u00aden\u00adted com\u00adpe\u00adten\u00adces (not only) for the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor are still what used to be refer\u00adred to as media liter\u00adacy and are now refer\u00adred to for tea\u00adchers and lear\u00adners in Ger\u00adma\u00adny as \u201cedu\u00adca\u00adti\u00adon in the digi\u00adtal world\u201d (Kul\u00adtus\u00admi\u00adnis\u00adter\u00adkon\u00adfe\u00adrenz 2017)<sup><a href=\"#footnote_12_2095\" id=\"identifier_13_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Konferenz der Kultusminister der L\u00e4nder in der Bundesrepublik Deutschland. (2017). Strategie \u201eBildung in der digitalen Welt\u201c (Resolution of the KMK of 08.12.2016 in the version of 07.12.2017). Berlin. Accessed 16.03.2021, from www.kmk.org\/fileadmin\/Dateien\/pdf\/PresseUndAktuelles\/2018\/Digitalstrategie_2017_mit_Weiterbildung.pdf\">12<\/a><\/sup> or gene\u00adral\u00adly for citi\u00adzens under Digi\u00adtal Competence\/ Digi\u00adta\u00adle Kom\u00adpe\u00adten\u00adzen<sup><a href=\"#footnote_13_2095\" id=\"identifier_14_2095\" class=\"footnote-link footnote-identifier-link\" title=\"DigComp 2.1; https:\/\/ec.europa.eu\/jrc\/en\/publication\/eur-scientific-and-technical-research-reports\/digcomp-21-digital-competence-framework-citizens-eight-proficiency-levels-and-examples-use, retrieved 31.03.2021\">13<\/a><\/sup>. <\/p>\n\n<p>Sin\u00adce our media-per\u00adme\u00ada\u00adted world is incre\u00adasing\u00adly data\u00adfied, i.e. data is the basis for many things such as arti\u00adfi\u00adci\u00adal intel\u00adli\u00adgence, machi\u00adne lear\u00adning and, for exam\u00adp\u00adle, lear\u00adning ana\u00adly\u00adtics in the edu\u00adca\u00adti\u00adon sec\u00adtor, and is beco\u00adming incre\u00adasing\u00adly important, data liter\u00adacy of all actors is of cen\u00adtral importance.<br> (Sch\u00fcl\u00adler et al., 2019)<sup><a href=\"#footnote_14_2095\" id=\"identifier_15_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Sch\u00fcller, K., Busch, P., &amp; Hindinger, C. (2019). Future Skills: Ein Framework f\u00fcr Data Literacy \u2013 Kompetenzrahmen und Forschungsbericht. Arbeitspapier Nr. 47. Berlin: Hochschulforum Digitalisierung. https:\/\/doi.org\/10.5281\/zenodo.3349865)   For both perspectives, general media-related competences and data competences, separate edu-competences are again named for teachers or actors working in the education sector in general, building on the respective personal competences, as in the European Framework for the Digital Competence of Educators, the DigCompEdu (Redecker, 2017) ((Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. In E. Punie (ed.), EUR2877S EN. Luxemburg: Publications Of- fice of the European Union. Accessed 31.03.2021 from http:\/\/publications.jrc.ec.europa.eu\/reposi- tory\/handle\/JRC107466\">14<\/a><\/sup> and Edu\u00adca\u00adtio\u00adnal Data Liter\u00adacy im Kon\u00adtext von Lear\u00adning Ana\u00adly\u00adtics im Hoch\u00adschul\u00adkon\u00adtext (e.g. Ifen\u00adtha\u00adler, 2020)<sup><a href=\"#footnote_15_2095\" id=\"identifier_16_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Ifenthaler, D. (2020). Learning Analytics im Hochschulkontext \u2013 Potenziale aus Sicht von Stakeholdern, Datenschutz und Handlungsempfehlungen. In R. A. F\u00fcrst (ed.),        Digitale Bildung und K\u00fcnstliche Intelligenz in Deutschland. Nachhaltige Wettbewerbsf\u00e4higkeit und Zukunftsagenda  (S. 519\u2013535). Wiesbaden: Springer\">15<\/a><\/sup> . <\/p>\n\n<p id=\"century-skills\"><strong>21st Cen\u00adtu\u00adry Skills and Future Skills<\/strong><br>Espe\u00adci\u00adal\u00adly for stu\u00addents, skills that go bey\u00adond spe\u00adci\u00adfic digi\u00adtal appli\u00adca\u00adti\u00adons and are gene\u00adral\u00adly bund\u00adled under the hea\u00adding of 21st cen\u00adtu\u00adry skills (e.g. 21st-cen\u00adtu\u00adry lear\u00adning (<a rel=\"noreferrer noopener\" href=\"http:\/\/www.oecd.org\/general\/thecasefor21st-centurylearning.htm\" target=\"_blank\">(http:\/\/www.oecd.org\/general\/thecasefor21st-centurylearning.htm<\/a>, acces\u00adsed 31.03.2021)), simi\u00adlar to what used to be cal\u00adled key com\u00adpe\u00adten\u00adci\u00ades) are con\u00adside\u00adred important, alt\u00adhough they are curr\u00adent\u00adly always con\u00adside\u00adred against the back\u00adground of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and a&nbsp;media-per\u00adme\u00ada\u00adted and data-infu\u00adsed living envi\u00adron\u00adment for&nbsp;all.&nbsp;<\/p>\n\n<p>The\u00adse include the so-cal\u00adled <span class=\"caps\">4C<\/span> oder <span class=\"caps\">4K<\/span> (Fadel et al., 2017)<sup><a href=\"#footnote_16_2095\" id=\"identifier_17_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Fadel, C., Bialik, M. &amp; Triling, B. (2017). Die vier Dimensionen der Bildung. Was Sch\u00fclerinnen und Sch\u00fcler im 21. Jahrhundert lernen m\u00fcssen.  Hamburg: Verlag ZLL21 e.V\">16<\/a><\/sup> such as cra\u00adti\u00advi\u00adty, cri\u00adti\u00adcal thin\u00adking, com\u00admu\u00adni\u00adca\u00adti\u00adon an col\u00adla\u00adbo\u00adra\u00adti\u00adon or so-cal\u00adled future skills<sup><a href=\"#footnote_17_2095\" id=\"identifier_18_2095\" class=\"footnote-link footnote-identifier-link\" title=\"see i.e. https:\/\/www.future-skills.net\/, abgerufen am 31.03.2021\">17<\/a><\/sup>, which go in a&nbsp;simi\u00adlar direc\u00adtion and can expand the per\u00adspec\u00adti\u00adve to include fur\u00adther com\u00adpe\u00adten\u00adci\u00ades such as entre\u00adpre\u00adneur\u00adship, self-deter\u00admi\u00adna\u00adti\u00adon or decis\u00adi\u00adon-making skills (see i.e. Ehlers, 2020)<sup><a href=\"#footnote_18_2095\" id=\"identifier_19_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Ehlers, U.-D. (2020). Future Skills. Wiesbaden: Springer VS\">18<\/a><\/sup>. For seve\u00adral years, the\u00adre has been much writ\u00adten and said about the\u00adse fields of com\u00adpe\u00adtence and, abo\u00adve all, con\u00adside\u00adra\u00adti\u00adon has been given to how and whe\u00adre they can be sys\u00adte\u00adma\u00adti\u00adcal\u00adly inte\u00adgra\u00adted into uni\u00adver\u00adsi\u00adty tea\u00adching, bey\u00adond indi\u00advi\u00addu\u00adal tea\u00adchers or cour\u00adses of stu\u00addy that have alre\u00ada\u00addy adopted them in an exem\u00adpla\u00adry and relia\u00adble approa\u00adches. Howe\u00adver useful this com\u00adpe\u00adten\u00adces may be, they alre also being dis\u00adcus\u00adsed cri\u00adti\u00adcal\u00adly in terms of the ext\u00adent to which the inte\u00adrests of aca\u00adde\u00admic lear\u00adning or exter\u00adnal inte\u00adrests, such as com\u00adpa\u00adnies, pre\u00advail in deter\u00admi\u00adning what ist curr\u00adent\u00adly rele\u00advant. And so, in addi\u00adti\u00adon to sub\u00adject-rela\u00adted and inter\u00addi\u00adsci\u00adpli\u00adna\u00adry issues, dif\u00adfe\u00adrent inte\u00adrests are also at sta\u00adke&nbsp;here.&nbsp;<\/p>\n\n<p><strong>Inte\u00adgra\u00adti\u00adon<\/strong> <br>Irre\u00adspec\u00adti\u00adve of this, the chall\u00adenge for inter\u00addi\u00adsci\u00adpli\u00adna\u00adry skills still lies in the sys\u00adte\u00adma\u00adtic and man\u00adda\u00adto\u00adry imple\u00admen\u00adta\u00adti\u00adon of such cour\u00adses in the lear\u00adning oppor\u00adtu\u00adni\u00adties offe\u00adred by Insti\u00adtu\u00adti\u00adons of Hig\u00adher Edu\u00adca\u00adti\u00adon\u2013&nbsp;and in a&nbsp;way that also makes it clear to stu\u00addents that this is seen as high\u00adly rele\u00advant to the con\u00adtent and not an optio\u00adnal pro\u00adgram\u00adme that should not dis\u00adrupt the sub\u00adject con\u00adtent. Depen\u00adding on the uni\u00adver\u00adsi\u00adty pro\u00adfi\u00adle, a&nbsp;gene\u00adral stu\u00addies pro\u00adgram\u00adme or a&nbsp;simi\u00adlar pro\u00adgram\u00adme with a&nbsp;dif\u00adfe\u00adrent name has been stan\u00addard for years or the\u00adre is still a&nbsp;strugg\u00adle over the loca\u00adti\u00adon, timing and pro\u00adpor\u00adti\u00adon of the over\u00adall degree pro\u00adgram\u00adme. The fact that inter\u00addi\u00adsci\u00adpli\u00adna\u00adry stu\u00addy pro\u00adgram\u00admes still count as a&nbsp;distin\u00adgu\u00adis\u00adhing fea\u00adture for uni\u00adver\u00adsi\u00adties today says a&nbsp;lot about the sta\u00adtus of the dis\u00adcus\u00adsion as a&nbsp;who\u00adle and shows that the\u00adre is still a&nbsp;need for the cor\u00adre\u00adspon\u00adding deve\u00adlo\u00adp\u00adment of tea\u00adching pro\u00adgram\u00admes. A&nbsp;con\u00adfi\u00addent \u2018as well as\u2019 of aca\u00adde\u00admic disci\u00adpli\u00adne, per\u00adso\u00adnal growth and employa\u00adbi\u00adli\u00adty, taking all inte\u00adrests into account, can be expe\u00addi\u00adent here.<br>    <\/p>\n\n<p><strong>21st Cen\u00adtu\u00adry Skills and \u2018Bil\u00addung\u2019<\/strong> <br>The\u00adse examp\u00adles of hig\u00adher edu\u00adca\u00adti\u00adon can also be trans\u00adfer\u00adred to other are\u00adas of edu\u00adca\u00adti\u00adon, as the com\u00adpe\u00adten\u00adces men\u00adtio\u00adned are rele\u00advant for all citi\u00adzens who have not yet had the oppor\u00adtu\u00adni\u00adty to acqui\u00adre them or would like to impro\u00adve them on an ongo\u00ading&nbsp;basis.&nbsp;<\/p>\n\n<p>In addi\u00adti\u00adon to a&nbsp;prag\u00adma\u00adtic view of what is rele\u00advant for sur\u00advi\u00adval in ever\u00ady\u00adday life and in com\u00adpa\u00adnies or in the pro\u00adfes\u00adsio\u00adnal field, 21st Cen\u00adtu\u00adry Skills and other future-ori\u00aden\u00adted approa\u00adches always take into account their respec\u00adti\u00adve con\u00adtri\u00adbu\u00adti\u00adon to the per\u00adso\u00adnal growth of various actors. For exam\u00adp\u00adle, 21st Cen\u00adtu\u00adry Skills also includes much of the demand for edu\u00adca\u00adti\u00adon as found in Klaf\u00adki, whe\u00adre the focus is on empowe\u00adring lear\u00adners to self-deter\u00admi\u00adna\u00adti\u00adon on the basis of reason. Cri\u00adti\u00adcal thin\u00adking and col\u00adla\u00adbo\u00adra\u00adti\u00adon as well as com\u00admu\u00adni\u00adca\u00adti\u00adon are fields that should con\u00adtri\u00adbu\u00adte to inde\u00adpen\u00addent and moral thin\u00adking and the abili\u00adty to act, to be able to tack\u00adle (soci\u00adal\u00adly) rele\u00advant pro\u00adblems with new approa\u00adches and not just sub\u00admit to pre\u00advious gui\u00adde\u00adlines (hete\u00adro\u00adno\u00admy). Self-acti\u00advi\u00adty or self-acti\u00advi\u00adty is the form of lear\u00adning, tea\u00adching or gene\u00adral\u00adly enab\u00adling edu\u00adca\u00adti\u00adon that Klaf\u00adki empha\u00adsi\u00ads\u00ades for this. One could also say that being crea\u00adti\u00adve ones\u00adelf, lear\u00adning from one\u2019s own mista\u00adkes and thus taking respon\u00adsi\u00adbi\u00adli\u00adty for one\u2019s own actions and their con\u00adse\u00adquen\u00adces is what essen\u00adti\u00adal\u00adly cha\u00adrac\u00adte\u00adri\u00adses edu\u00adca\u00adti\u00adon. In this con\u00adtext, in addi\u00adti\u00adon to indi\u00advi\u00addu\u00adal action, rela\u00adti\u00adonships also play a&nbsp;sti\u00admu\u00adla\u00adting role in joint action, as they are more likely in the con\u00adtext of co-ope\u00adra\u00adti\u00adon and collaboration.&nbsp;<\/p>\n\n<p>In this respect, the new future-ori\u00aden\u00adted skills are not so new, even though clea\u00adrer demands and inte\u00adrests are being signal\u00adled today, such as what com\u00adpa\u00adnies expect from uni\u00adver\u00adsi\u00adty gra\u00addua\u00adtes. Howe\u00adver, depen\u00adding on the per\u00adspec\u00adti\u00adve and inten\u00adsi\u00adty of imple\u00admen\u00adta\u00adti\u00adon of future skills or 21st cen\u00adtu\u00adry skills with their 4Cs, the core ide\u00adas of edu\u00adca\u00adti\u00adon, which accor\u00adding to Klaf\u00adki (2007)<sup><a href=\"#footnote_1_2095\" id=\"identifier_20_2095\" class=\"footnote-link footnote-identifier-link\" title=\"Klafki, W. (2007). Neue Studien zur Bildungstheorie und Didaktik. Zeitgem\u00e4\u00dfe Allgemeinbildung und kritisch-konstruktive Didaktik. (6. Aufl.). Weinheim und Basel: Beltz.\">1<\/a><\/sup> are reflec\u00adted in the abili\u00adty to self-deter\u00admi\u00adna\u00adti\u00adon and co-deter\u00admi\u00adna\u00adti\u00adon as well as the abili\u00adty to show soli\u00adda\u00adri\u00adty, can also be found&nbsp;here.&nbsp;<\/p>\n\n<p>Par\u00adti\u00adcu\u00adlar\u00adly with regard to our social, demo\u00adcra\u00adtic coexis\u00adtence, aspects such as diver\u00adsi\u00adty and the abili\u00adty to show soli\u00adda\u00adri\u00adty are once again of enorm\u00adous importance in view of social deve\u00adlo\u00adp\u00adment in the cour\u00adse of the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon. And we have this respon\u00adsi\u00adbi\u00adli\u00adty for the next generation(s) \u2013 to pro\u00advi\u00adde them with a&nbsp;frame\u00adwork for edu\u00adca\u00adti\u00adon that allows them to deal con\u00adfi\u00addent\u00adly with the uncer\u00adtain\u00adties and chal\u00adlenges of the social, digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and to think about and deve\u00adlop smart, sus\u00adtainable and new ide\u00adas for a&nbsp;shift in the labour mar\u00adket or new forms of (lifel\u00adong) lear\u00adning. Bil\u00addung matters!&nbsp;<\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"ael-bildungsbereich\">Agile Educational Leadership in the education sector<\/h3>\n\n<p>Whe\u00adre and how we con\u00adscious\u00adly or casual\u00adly per\u00adcei\u00adve edu\u00adca\u00adti\u00adon depends enti\u00adre\u00adly on the edu\u00adca\u00adtio\u00adnal con\u00adtext in which we find our\u00adsel\u00adves. In other words, whe\u00adther we are in a&nbsp;more infor\u00admal edu\u00adca\u00adtio\u00adnal con\u00adtext (such as a&nbsp;muse\u00adum or a&nbsp;vir\u00adtu\u00adal com\u00admu\u00adni\u00adty) or more in a&nbsp;non-for\u00admal (such as an adult edu\u00adca\u00adti\u00adon cent\u00adre or a&nbsp;free\u00adly acces\u00adsi\u00adble online self-stu\u00addy cour\u00adse) or for\u00admal edu\u00adca\u00adtio\u00adnal con\u00adtext (such as a&nbsp;school or vir\u00adtu\u00adal Mas\u00adter\u2019s degree cour\u00adse). The for\u00admal or insti\u00adtu\u00adtio\u00adnal edu\u00adca\u00adtio\u00adnal con\u00adtext, which is the par\u00adti\u00adcu\u00adlar focus here, is still cha\u00adrac\u00adte\u00adri\u00adsed by the fact that insti\u00adtu\u00adtio\u00adna\u00adli\u00adsed lear\u00adning oppor\u00adtu\u00adni\u00adties are offe\u00adred here in a&nbsp;struc\u00adtu\u00adred man\u00adner along frame\u00adwork spe\u00adci\u00adfi\u00adca\u00adti\u00adons and with the pos\u00adsi\u00adbi\u00adli\u00adty of pro\u00adof in the form of cer\u00adti\u00adfi\u00adca\u00adti\u00adons or certificates.&nbsp;<\/p>\n\n<p><strong>Ecu\u00adca\u00adtio\u00adnal con\u00adtext: hig\u00adher edu\u00adca\u00adti\u00adon<\/strong> <br>The con\u00adcep\u00adtu\u00adal and prac\u00adti\u00adcal idea behind Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship is to take a&nbsp;cri\u00adti\u00adcal and con\u00ads\u00adtruc\u00adti\u00adve look at values and prac\u00adti\u00adces from the con\u00adtext of Agi\u00adle Lea\u00adder\u00adship in par\u00adti\u00adcu\u00adlar with regard to their adap\u00adta\u00adbi\u00adli\u00adty for the various edu\u00adca\u00adtio\u00adnal con\u00adtexts \u2013 abo\u00adve all, howe\u00adver, in the for\u00admal or insti\u00adtu\u00adtio\u00adna\u00adli\u00adzed edu\u00adca\u00adtio\u00adnal con\u00adtext and here exem\u00adpla\u00adry for hig\u00adher education.&nbsp;<\/p>\n\n<p>A basic assump\u00adti\u00adon is that agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship can be adopted by indi\u00advi\u00addu\u00adal actors in the edu\u00adca\u00adti\u00adon sec\u00adtor across all edu\u00adca\u00adtio\u00adnal are\u00adas, from ear\u00adly child\u00adhood edu\u00adca\u00adti\u00adon to work with ado\u00adle\u00ads\u00adcents and young adults to seni\u00ador citi\u00adzens, as well as in the enti\u00adre school and ter\u00adtia\u00adry sec\u00adtor, inclu\u00adding fur\u00adther edu\u00adca\u00adti\u00adon and a&nbsp;lifel\u00adong lear\u00adning per\u00adspec\u00adti\u00adve. The hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor can also be included&nbsp;here.&nbsp;<\/p>\n\n<p>Fol\u00adlo\u00adwing the Bolo\u00adgna reform descri\u00adbed abo\u00adve, a&nbsp;par\u00adti\u00adcu\u00adlar chall\u00adenge in the deve\u00adlo\u00adp\u00adment of tea\u00adching and thus edu\u00adca\u00adtio\u00adnal pro\u00adgram\u00admes in the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor is that suc\u00adcess in tea\u00adching is less pres\u00adti\u00adgious for uni\u00adver\u00adsi\u00adty lec\u00adtu\u00adr\u00aders than suc\u00adcess in rese\u00adarch. Accor\u00addin\u00adgly, the com\u00admit\u00adment to impro\u00adving tea\u00adching and stu\u00addies and enab\u00adling con\u00adtem\u00adpo\u00adra\u00adry edu\u00adca\u00adti\u00adon is always a&nbsp;per\u00adso\u00adnal con\u00adside\u00adra\u00adti\u00adon for par\u00adti\u00adcu\u00adlar\u00adly inte\u00adres\u00adted lec\u00adtu\u00adr\u00aders. Thus, com\u00admit\u00adment to tea\u00adching tends to take place at the micro level of spe\u00adci\u00adfic cour\u00adses or at the meso level of cour\u00adse and pro\u00adgram\u00adme plan\u00adning. At the macro level, simi\u00adlar trade-offs are made bet\u00adween tea\u00adching and research.&nbsp;<\/p>\n\n<p><strong>Limits of adap\u00adti\u00adon<\/strong> <br>The edu\u00adca\u00adti\u00adon sec\u00adtor is a&nbsp;spe\u00adcial frame\u00adwork in terms of its dif\u00adfe\u00adren\u00adtia\u00adti\u00adon, its struc\u00adtures and also in rela\u00adti\u00adon to the actors invol\u00adved. It quick\u00adly beco\u00admes clear that approa\u00adches from manage\u00adment theo\u00adry, cor\u00adpo\u00adra\u00adte manage\u00adment and pro\u00adject deve\u00adlo\u00adp\u00adment, for exam\u00adp\u00adle, can\u00adnot be appli\u00aded to other non-cor\u00adpo\u00adra\u00adte con\u00adtexts wit\u00adhout hesi\u00adta\u00adti\u00adon. This is pre\u00adcis\u00ade\u00adly why the <em>edu\u00adca\u00adtio\u00adnal <\/em>aspect is of cen\u00adtral importance in the Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship approach on which this is based. It is the\u00adr\u00ade\u00adfo\u00adre important to take the\u00adse par\u00adti\u00adcu\u00adla\u00adri\u00adties into account when adap\u00adting and deve\u00adlo\u00adping your own con\u00adtext-rela\u00adted agi\u00adle prac\u00adti\u00adces in the edu\u00adca\u00adti\u00adon sector.&nbsp;<\/p>\n\n<p>This is whe\u00adre the first balan\u00adcing act ari\u00adses: a&nbsp;good balan\u00adce is nee\u00added for this adapt\u00ada\u00adti\u00adon per\u00adspec\u00adti\u00adve in order to take account of the exis\u00adting struc\u00adtures in the edu\u00adca\u00adti\u00adon sec\u00adtor on the one hand, so that points of cont\u00adact beco\u00adme visi\u00adble and can be uti\u00adli\u00adzed. On the other hand, it also requi\u00adres open\u00adness to allow the deve\u00adlo\u00adp\u00adment and imple\u00admen\u00adta\u00adti\u00adon of new prac\u00adti\u00adces. It is the\u00adr\u00ade\u00adfo\u00adre a&nbsp;ques\u00adti\u00adon of \u2018both&nbsp;and\u2019.&nbsp;<\/p>\n\n<p><strong>Start\u00ading point aktors<\/strong><br>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, which goes hand in hand with both an atti\u00adtu\u00adde and a&nbsp;com\u00adpe\u00adtence that is not clas\u00adsi\u00adcal\u00adly lin\u00adked to a&nbsp;posi\u00adti\u00adon at manage\u00adment level, starts at the point of \u2018both and\u2019. Rather, the idea of lea\u00adder\u00adship can be sup\u00adport\u00aded by every actor in the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon and con\u00adtri\u00adbu\u00adted to joint action. This means that ever\u00adyo\u00adne can be an Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder in their own&nbsp;area.&nbsp;<\/p>\n\n<p><\/p>\n\n<pre class=\"wp-block-verse\"><strong><strong><div class=\"alignleft\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/auftakt-1-0\/\" title=\"Prelude 1.0\">Vorherige Seite: Prelude 1.0<\/a><\/div><\/strong><\/strong> <strong><div class=\"alignright\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/digitalitaet-1\/\" title=\"Digitality 1.0\">N\u00e4chste Seite: Digitality 1.0<\/a><\/div><\/strong><\/pre>\n<ol class=\"footnotes\"><li id=\"footnote_1_2095\" class=\"footnote\">Klaf\u00adki, W. (2007). Neue Stu\u00addi\u00aden zur Bil\u00addungs\u00adtheo\u00adrie und Didak\u00adtik. Zeit\u00adge\u00adm\u00e4\u00ad\u00dfe All\u00adge\u00admein\u00adbil\u00addung und kri\u00adtisch-kon\u00adstruk\u00adti\u00adve Didak\u00adtik. (6. Aufl.). Wein\u00adheim und Basel: Beltz.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_1_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_4_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_20_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_2_2095\" class=\"footnote\">Licence: <a href=\"https:\/\/de.freepik.com\/psd\/mockup%22%3EMockup\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/de.freepik.com\/psd\/mockup\u201d&gt;Mockup<\/a> <span class=\"caps\">PSD<\/span> by Vec\u00adto\u00adri\u00adum\u2009\u2014\u2009de.freepik.com; book-cover by Kers\u00adtin Mayr\u00adber\u00adger, Lizenz <span class=\"caps\">CC<\/span> <span class=\"caps\">BY<\/span> 4.0<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_2_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_3_2095\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/en.wikipedia.org\/wiki\/Bildung\" target=\"_blank\">https:\/\/en.wikipedia.org\/wiki\/Bildung<\/a>, retrie\u00adved on 31.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_3_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_4_2095\" class=\"footnote\">https:\/\/www.bmbf.de\/de\/der-studierendensurvey-1036.html, acces\u00adsed on 31\/03\/2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_5_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_5_2095\" class=\"footnote\">https:\/\/www.die-studierendenbefragung.de, acces\u00adsed on 31\/03\/2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_6_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_6_2095\" class=\"footnote\">Eickel\u00admann, B., Bos, W., Gerick, J., Gold\u00adham\u00admer, F., Schaum\u00adburg, H., Schwip\u00adpert, K., Senk\u00adbeil, M. &amp;&nbsp;Vah\u00adren\u00adhold, J. (eds.) (2019). <em><span class=\"caps\">ICILS<\/span> 2018 #Deutsch\u00adland Com\u00adpu\u00adter- und infor\u00adma\u00adti\u00adons\u00adbe\u00adzo\u00adge\u00adne Kom\u00adpe\u00adten\u00adzen von Sch\u00fc\u00adle\u00adrin\u00adnen und Sch\u00fc\u00adlern im zwei\u00adten inter\u00adna\u00adtio\u00adna\u00adlen Ver\u00adgleich und Kom\u00adpe\u00adten\u00adzen im Bereich Com\u00adpu\u00adta\u00adtio\u00adnal Thin\u00adking<\/em>. M\u00fcns\u00adter: Wax\u00admann. Retrie\u00adved 16.03.2021, from https:\/\/www.waxmann.com\/?eID=texte&amp;pdf=4000Volltext.pdf&amp;typ=zusatztext<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_7_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_7_2095\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/sdgs.un.org\/goals\" target=\"_blank\">https:\/\/sdgs.un.org\/goals<\/a>, acces\u00adsed 31\/03\/2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_8_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_8_2095\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/www.eda.admin.ch\/agenda2030\/de\/home\/agenda-2030\/die-17-ziele-fuer-eine-nachhaltige-entwicklung\/ziel-4-inklusive-gleichberechtigte-und-hochwertige-bildung.html\" target=\"_blank\">https:\/\/www.eda.admin.ch\/agenda2030\/de\/home\/agenda-2030\/die-17-ziele-fuer-eine-nachhaltige-entwicklung\/ziel-4-inklusive-gleichberechtigte-und-hochwertige-bildung.html<\/a>, acces\u00adsed 31\/03\/2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_9_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_9_2095\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/www.unesco.de\/bildung\/agenda-bildung-2030\/bildung-und-die-sdgs\" target=\"_blank\">https:\/\/www.unesco.de\/bildung\/agenda-bildung-2030\/bildung-und-die-sdgs<\/a>, acces\u00adsed 31 March 2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_10_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_10_2095\" class=\"footnote\">https:\/\/www.bpb.de\/nachschlagen\/zahlen-und-fakten\/europa\/299805\/hochschulabschluss, acces\u00adsed 31 March 2021 and https:\/\/de.statista.com\/statistik\/daten\/studie\/1099110\/umfrage\/bevoelkerungsanteil-in-den-eu-laendern-mit-hochschulabschluss\/, acces\u00adsed 31 March 2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_11_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_11_2095\" class=\"footnote\">Wis\u00adsen\u00adschafts\u00adrat (2015). Emp\u00adfeh\u00adlun\u00adgen zum Ver\u00adh\u00e4lt\u00adnis von Hoch\u00adschul\u00adbil\u00addung und Arbeits\u00admarkt. Bie\u00adle\u00adfeld. Acces\u00adsed 16.03.2021, from <a rel=\"noreferrer noopener\" href=\"https:\/\/www.wissenschaftsrat.de\/download\/archiv\/4925-15.pdf\" target=\"_blank\">www.wissenschaftsrat.de\/download\/archiv\/4925\u2009\u2013\u200915.pdf<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_12_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_12_2095\" class=\"footnote\">Kon\u00adfe\u00adrenz der Kul\u00adtus\u00admi\u00adnis\u00adter der L\u00e4n\u00adder in der Bun\u00addes\u00adre\u00adpu\u00adblik Deutsch\u00adland. (2017). <em>Stra\u00adte\u00adgie \u201eBil\u00addung in der digi\u00adta\u00adlen Welt\u201c <\/em>(Reso\u00adlu\u00adti\u00adon of the <span class=\"caps\">KMK<\/span> of 08.12.2016 in the ver\u00adsi\u00adon of 07.12.2017). Ber\u00adlin. Acces\u00adsed 16.03.2021, from www.kmk.org\/fileadmin\/Dateien\/pdf\/PresseUndAktuelles\/2018\/Digitalstrategie_2017_mit_Weiterbildung.pdf<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_13_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_13_2095\" class=\"footnote\">Dig\u00adComp 2.1; https:\/\/ec.europa.eu\/jrc\/en\/publication\/eur-scientific-and-technical-research-reports\/digcomp-21-digital-competence-framework-citizens-eight-proficiency-levels-and-examples-use, retrie\u00adved 31.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_14_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_14_2095\" class=\"footnote\">Sch\u00fcl\u00adler, K., Busch, P., &amp;&nbsp;Hin\u00addin\u00adger, C. (2019). <em>Future Skills: Ein Frame\u00adwork f\u00fcr Data Liter\u00adacy \u2013 Kom\u00adpe\u00adtenz\u00adrah\u00admen und For\u00adschungs\u00adbe\u00adricht<\/em>. Arbeits\u00adpa\u00adpier Nr. 47. Ber\u00adlin: Hoch\u00adschul\u00adfo\u00adrum Digi\u00adta\u00adli\u00adsie\u00adrung. https:\/\/doi.org\/10.5281\/zenodo.3349865) <span><a href=\"javascript:\"><img decoding=\"async\" identifier=\"10.5281\/zenodo.3349865)\" identifiertype=\"1\" title=\"Transfer title to Citavi project using this DOI\" existsinproject=\"0\" class=\"citavipicker\" src=\"data:image\/svg+xml;base64,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\" style=\"border: 0px none!important;width: 16px!important;height: 16px!important;margin-left:1px !important;margin-right:1px !important;\"><\/a><\/span>For both per\u00adspec\u00adti\u00adves, gene\u00adral media-rela\u00adted com\u00adpe\u00adten\u00adces and data com\u00adpe\u00adten\u00adces, sepa\u00adra\u00adte edu-com\u00adpe\u00adten\u00adces are again named for tea\u00adchers or actors working in the edu\u00adca\u00adti\u00adon sec\u00adtor in gene\u00adral, buil\u00adding on the respec\u00adti\u00adve per\u00adso\u00adnal com\u00adpe\u00adten\u00adces, as in the Euro\u00adpean Frame\u00adwork for the Digi\u00adtal Com\u00adpe\u00adtence of Edu\u00adca\u00adtors, the Dig\u00adCom\u00adpE\u00addu (Rede\u00adcker, 2017) ((Rede\u00adcker, C. (2017). Euro\u00adpean Frame\u00adwork for the Digi\u00adtal Com\u00adpe\u00adtence of Edu\u00adca\u00adtors: Dig\u00adCom\u00adpE\u00addu. In E. Punie (ed.), <em><span class=\"caps\">EUR2877S<\/span> <span class=\"caps\">EN<\/span><\/em>. Luxem\u00adburg: Publi\u00adca\u00adti\u00adons Of- fice of the Euro\u00adpean Uni\u00adon. Acces\u00adsed 31.03.2021 from http:\/\/publications.jrc.ec.europa.eu\/reposi- tory\/handle\/<span class=\"caps\">JRC107466<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_15_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_15_2095\" class=\"footnote\">Ifen\u00adtha\u00adler, D. (2020). Lear\u00adning Ana\u00adly\u00adtics im Hoch\u00adschul\u00adkon\u00adtext \u2013 Poten\u00adzia\u00adle aus Sicht von Stake\u00adhol\u00addern, Daten\u00adschutz und Hand\u00adlungs\u00ademp\u00adfeh\u00adlun\u00adgen. In R. A. F\u00fcrst (ed.), <em>Digi\u00adta\u00adle Bil\u00addung und K\u00fcnst\u00adli\u00adche Intel\u00adli\u00adgenz in Deutsch\u00adland. Nach\u00adhal\u00adti\u00adge Wett\u00adbe\u00adwerbs\u00adf\u00e4\u00adhig\u00adkeit und Zukunfts\u00adagen\u00adda <\/em> (S. 519\u2009\u2013\u2009535). Wies\u00adba\u00adden: Sprin\u00adger<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_16_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_16_2095\" class=\"footnote\">Fadel, C., Bia\u00adlik, M. &amp;&nbsp;Tri\u00adling, B. (2017). <em>Die vier Dimen\u00adsio\u00adnen der Bil\u00addung. Was Sch\u00fc\u00adle\u00adrin\u00adnen und Sch\u00fc\u00adler im 21. Jahr\u00adhun\u00addert ler\u00adnen m\u00fcs\u00adsen. <\/em> Ham\u00adburg: Ver\u00adlag <span class=\"caps\">ZLL21<\/span> e.V<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_17_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_17_2095\" class=\"footnote\">see i.e. https:\/\/www.future-skills.net\/, abge\u00adru\u00adfen am 31.03.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_18_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_18_2095\" class=\"footnote\">Ehlers, U.-D. (2020). <em>Future Skills.<\/em> Wies\u00adba\u00adden: Sprin\u00adger <span class=\"caps\">VS<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_19_2095\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><\/ol>","protected":false},"excerpt":{"rendered":"<p>Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 until fur\u00adther noti\u00adce.&nbsp;\u201cEdu\u00adca\u00adti\u00adon is thus unders\u00adtood as the abili\u00adty to make reasonable self-deter\u00ad\u00admi\u00adna\u00ad\u00adti\u00adon, which pre\u00adsup\u00adpo\u00adses or includes eman\u00adci\u00adpa\u00adti\u00adon from hete\u00adro\u00adno\u00admy, as the abili\u00adty to achie\u00adve autonomy,&nbsp;[\u2026]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":2086,"menu_order":103,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_uag_custom_page_level_css":"","wp_typography_post_enhancements_disabled":false,"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2095","page","type-page","status-publish","hentry"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false},"uagb_author_info":{"display_name":"SteLe","author_link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/author\/stele\/"},"uagb_comment_info":0,"uagb_excerpt":"Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the AEL book ver\u00adsi\u00adon 1.0 until fur\u00adther notice.&nbsp; \u201cEdu\u00adca\u00adti\u00adon is thus unders\u00adtood as the abili\u00adty to make reasonable self-deter\u00admi\u00adna\u00adti\u00adon, which pre\u00adsup\u00adpo\u00adses or includes eman\u00adci\u00adpa\u00adti\u00adon from hete\u00adro\u00adno\u00admy, as the abili\u00adty to achie\u00adve auto\u00adno\u00admy,&hellip;","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2095","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/comments?post=2095"}],"version-history":[{"count":5,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2095\/revisions"}],"predecessor-version":[{"id":2132,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2095\/revisions\/2132"}],"up":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2086"}],"wp:attachment":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/media?parent=2095"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}