Challenging the Matthew Effect Through Individual Learning Accounts?

Abstract

This paper discusses the role of Individual Learning Accounts (ILAs) as policy instruments in challenging the Matthew Effect and promoting self-directed learning among the non-participant but potential adult learners. The paper builds upon the Integrated Implementation Model of Winter (2012) explaining policy implementation and the typology for classifying systems of lifelong learning according to their governance by Green (2000). The paper banks upon data from Denmark, France and the EU, and proposes a learner-centric model for the implementation of education policies along with revisions in Green’s typology.