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Combining qualitative and quantitative methods in a wide-ranging international comparative study, the book explores how far the EUs lifelong learning agenda has been successful and what factors have limited its ability to reshape national adult and lifelong learning systems. The chapters also look at adults' participation in formal education, what they see as the obstacles to taking part, and the nature of their demand for learning opportunities.
FREELY AVAILABLE ONLINE AS OPEN ACCESS BOOK! The European Union is now a key player in making lifelong learning and adult education policy: this is the first book to explore a range of theoretical and methodological perspectives researchers can use to investigate its role. Chapters by leading experts and younger scholars from across Europe and beyond cover the evolution of EU policies, the role of policy ‘actors’ in what is often seen as the ‘black box’ of EU policy-making, and the contribution state theory can make to understanding the EU and its relations with Europe’s nations. They consider what theories of governmentality—drawing on the work of Foucault—can contribute. And they demonstrate how particular methodological approaches, such as ‘policy trails’, and the contribution the sociology of law, can make. Contributors include both specialists in adult education and scholars exploring how work from other disciplines can contribute to this field. This is the first book in a new series from the European Society for Research on the Education of Adults, and draws on work within its Network on Policy Studies in Adult Education.
Learning across generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults' education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults' education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors' intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults.
The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.
This book explores the formation and development of the cross-national patterns of adult learning systems between 1989 and 2019 in four Central European countries: the Czech Republic, Slovakia, Hungary and Poland. Drawing on the approach of the political economy of adult education and historical institutionalism, the book closely examines (1) how the institutional settings in these countries have formed, evolved and contributed to overall participation in adult education and training, (2) how they have shaped patterns of participation and unequal chances to be involved in this social activity, as well as (3) perceived barriers to access organized learning and related governmental policies. This book offers a contemporary overview of key findings regarding adult learning systems. It delves into the factors that influence participation in adult education and training. Through the utilization of the novel framework, GALS (Global Adult Learning Space), the book not only highlights a crucial distinction among adult learning systems within the region but also presents in-depth case studies of these systems in Poland, the Czech Republic, Hungary, and Slovakia spanning a 30-year period. Despite these countries sharing similar institutional backgrounds and societal challenges, the book reveals that their adult learning systems have undergone divergent trajectories over the past three decades. This book will be useful to researchers and scholars in the fields of adult education, comparative education, welfare policy, sociology of education, and European studies.
Explores debates around learner-centred education (or child-centred education) as a strategy for developing teachers' classroom practice and asks whether a 'Western' construct is appropriate for application in all societies and classrooms.
A collection of 46 articles from the diverse and still emerging field of adult education.
Online version of MIT Press book has brief overview of book's content and provides links to open access PDF version of ebook, as well as an iPaper version and a link to the MIT Press store for buying the print version. In this collection of essays the authors who are leaders in open education, explore the potential of open education to transform the economics and ecology of education. The authors argue that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs.
The ongoing economic crisis raises fundamental questions about the political and social goals of the European Union, particularly the feasibility of harmonising social and education policy across member states. The forward momentum of the European project is clearly faltering, raising the possibility that the high water mark of European integration has been achieved, with implications for many aspects of education and social policy, including lifelong learning. This timely book makes a major and original contribution to the development of knowledge and understanding of lifelong learning in an expanded Europe. Its wide range of contributors look at the contribution of lifelong learning to economic growth and social cohesion across Europe, focusing its challenge to social exclusion. It draws on comparative data from the EU Sixth Framework Project Lifelong Learning Policy and Practice in Europe (LLL2010), which ran from 2005 - 2011 and involved twelve European countries and Russia. Very little research has been conducted to date on the nature of lifelong learning in post-Soviet countries, and this book provides important insights into their evolving education and lifelong learning systems. The book will be of interest to researchers and academics in the UK and Europe, especially those from social policy, adult and comparative education, equality studies and practice of lifelong learning.