Backes G M, Klie T, Lasch V
Hochschule Vechta, Institut für Gerontologie, Driverstrasse 23, 49377 Vechta, Germany.
Z Gerontol Geriatr. 2007 Dec;40(6):403-16. doi: 10.1007/s00391-007-0496-5.
The article provides an overview of the development stage of gerontological university master programmes, under consideration of the ongoing Bologna Process. Educational structures in Germany, the universities of which were the first to offer gerontological master programmes, developed differently than those in Austria and Switzerland, where age-and-ageing-related disciplines were mostly offered by (pedagogic and parochial) academies. The article first focuses on an analysis of the existing and planned gerontological study courses, in all three countries, based on the respective profiles, emphases and specialisations in the gerontological master programmes. Special attention is also given to the question, whether the demands, placed on gerontological university studies by demographic changes and age-related structural changes, are sufficiently met, as well as to the compatibility of the gerontological master programmes with basic socio-scientific university training, and their professional applicability. It seems evident that the efforts made by universities and by technical colleges to teach with a strong focus on existing practice, have engendered a great variety of adult-education concepts. The future will show which of these educational approaches will stand their ground, from the point of view of the students, as well as on the side of the labour market.
本文在考虑当前博洛尼亚进程的情况下，概述了老年学大学硕士课程的发展阶段。德国的大学率先开设老年学硕士课程，其教育结构的发展与奥地利和瑞士不同，在奥地利和瑞士，与年龄和老龄化相关的学科大多由（师范和教区）学院提供。本文首先着眼于根据老年学硕士课程各自的概况、重点和专业，对这三个国家现有的和计划中的老年学课程进行分析。还特别关注一个问题，即人口变化和与年龄相关的结构变化对老年学大学学习提出的要求是否得到充分满足，以及老年学硕士课程与社会科学基础大学培训的兼容性及其职业适用性。很明显，大学和技术学院大力专注于结合现有实践进行教学的努力，催生了各种各样的成人教育理念。从学生的角度以及劳动力市场的角度来看，未来将表明这些教育方法中哪些能够站稳脚跟。
