Governing Adult Education Policy Development in Europe

Milana, Marcella; Klatt, Gosia

doi:10.1007/978-3-319-94532-3_100

Cited by 9 publications

(5 citation statements)

References 11 publications

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“…Delving into the key policy documents issued by EU governance, the narrative presented the emergence of formal policies, and the eventual convergence of the mosaic of established programmes under the vision of a collaborative lifelong learning system: the creation of a European VTAELL policy space. As such, this article has attempted to piece together in a more holistic fashion the multiple strands in this policy space that have been examined to a certain extent separately in valuable contributions noted earlier on: vocational training (Psifidou, 2014), adult education (Antunes, 2020; Mikulec, 2018; Milana and Klatt, 2019, 2020; Panitsides, 2015) or lifelong learning (Hinzen, 2011; Jarvis, 2004; Volles, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The blurred boundaries among the terms identifying an increasingly diversified and metamorphosing educational space have not impeded recent attempts to capture the history of policy development in this area. Although the ambiguity inherent in the use of multiple terms to define a unifying policy domain persists, in recent years, the emergence of this policy space has been examined and documented from various perspectives, primarily on a temporal scale stretching over the past two to three decades (see, for instance, Antunes, 2020; Hinzen, 2011; Jarvis, 2004; Mikulec, 2018; Milana and Klatt, 2019, 2020; Panitsides, 2015; Psifidou, 2014; Volles, 2016). Notwithstanding the value and significance of these contributions to the VTAELL literature, they are only partial and incomplete accounts of the trajectory of policy in this realm.…”

Section: Vocational Training Adult Education and Lifelong Learning Po...mentioning

confidence: 99%

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Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Salajan

Roumell

2021

European Educational Research Journal

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The purpose of this study is to trace and document the emerging contours of a Vocational Training, Adult Education and Lifelong Learning (VTAELL) space in the EU via an examination of the policy framework built over time in this area over more than six decades, from the inception of today’s European Union to the present day. Nineteen key primary sources were selected from the EU’s legislative record forming the growing overarching legal framework on VTAELL from 1951 to present. These were subjected to a discourse and content analysis, utilizing a process tracing approach to systematically record the gradual construction of VTAELL policy. The narrative shows that policy evolution in this field can be grouped into three distinct stages: policy groundwork; programmatic operationalization; consolidation, integration and expansion. Furthermore, the analysis reveals that the convergence and cross-referencing of EU’s VTAELL policy across education sectors validates the importance and consolidation of this policy space.

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Section: Discussionmentioning

confidence: 99%

Section: Vocational Training Adult Education and Lifelong Learning Po...mentioning

confidence: 99%

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Salajan

Roumell

2021

European Educational Research Journal

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“…instruments under each policy mixes under consideration (Milana & Klatt, 2019a, 2019b. Here it shall suffix that policy instruments are not neutral devices, as they assist in naturalizing the objectives behind the governance mechanisms.…”

Section: Benchmarksmentioning

confidence: 99%

Towards a network governance of European lifelong learning: a structural analysis of Commission expert groups

Milana,

Klatt,

Tronca

2023

Lifelong Education Policies in Europe and Latin America

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His theoretical and empirical research is devoted to the study of social capital, consumption, the third sector, and governance models. He is an expert of social network analysis, and a member of the editorial board of Sociologia e politiche sociali (FrancoAngeli) and Italian Sociological Review (QuiEdit). Governing (Adult) Education inEurope: A Social Network Analysis Unprecedented financial and economic crises in Europe have influenced the European Union (EU) and its member states in a variety of ways. The 2009 global financial crisis has triggered the changes that have brought about new institutional opportunities and structures that produce normative consequences for policy-making. This contribution seeks to shed light on the complex dynamic of European governance in adult education by focusing on two policy mixes: the Education and Training 2020 (ET 2020) working programme and the Renewed European Agenda for Adult Learning, which both make significant use of Expert groups coordinated by the European Commission (EC), which form self-governing networks.Grounded in political sociology, our analysis addresses the nature of the policy mixes under consideration and the governance mechanisms and policy instruments through which they produce policy changes. We draw on social network analysis to study the interactions of local, national, European and global policy actors within and across these networks. We contend that expert groups coordinated by the EC create relational networks or specific forms of network governance, which become an important dimension of power, and through which diffusion of new ideas and information can determine policy adoption and coordination in European education, and adult education specifically.

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“…the European Semester). Research on the role of European governance in adult learning, carried out by the Enliven team, therefore examined how governance mechanisms employed by the institutions of the European Union (EU) influence policies to regulate lifelong learning and approaches to intervening in lifelong learning markets at both European and national levels (Milana & Klatt, 2019;. These analyses have shown how (hard and soft) mechanisms, combined with wealth redistribution within the EU, can influence policies at both regional and national levels.…”

Section: The Need To Rethink Adult Education Policiesmentioning

confidence: 99%

Lifelong learning, young adults and the challenges of disadvantage in Europe Lifelong learning, young adults and the challenges of disadvantage in Europe , by John Holford, Pepka Boyadjieva, Sharon Clancy, Günter Hefler, Ivana Studená, 2023, 467 pp., £34.99 (paperback), ISBN: 978-3-031-14111-9. Cham: Palgrave Macmillan.

Gruszczyńska-Thompson

2023

Educational Research and Evaluation

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This series explores adult education and lifelong learning, emphasising the tensions between universal models and approaches that value local cultures, traditions, histories, and mutual understanding between diverse communities. Contributions to this series contribute original knowledge and insights in adult education and lifelong learning, based on original empirical research and deep theoretical analysis, and stimulate debate on policy and practice. Books are geographically broad, drawing on contributions from within and without the Anglophone world, and encompass research-based monographs and edited collections, thematic edited collections addressing key issues in the field, and trenchant overviews designed to stimulate intellectual debate among wider audiences.

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Governing Adult Education Policy Development in Europe

Cited by 9 publications

References 11 publications

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Tracing the historical construction of a vocational training, adult education and lifelong learning policy space in the European Union from 1951 to present

Towards a network governance of European lifelong learning: a structural analysis of Commission expert groups

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