Lifelong learning systems: overview and extension of different typologies

Saar, Ellu; Ure, Odd Bjørn

doi:10.4337/9780857937360.00010

Cited by 11 publications

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“…In relation to policy, for instance, Holford et al (2008) found "significant diversity in approaches to lifelong learning in post-communist regimes," and that "labour market conditions are central in defining the nature of lifelong learning in any particular country" (p. 133). Saar and Ure (2012) and Hefler and Markowitsch (2013) have broadened and deepened this analysis: on the one hand, by exploring the basis and utility of various country typologies, and on the other, by exploring-from an evolutionary or historical perspective-the features of seven types of formal adult education. In the same vein, "striking" differences in participation between countries led Boeren, Nicaise, Roosmaa, and Saar (2012) to question "the feasibility of a one-size-fits-all EU policy with specific targets and policy measures" (p. 81).…”

Section: Introductionmentioning

confidence: 99%

“…In a valuable discussion, Saar and Ure (2012) explore the potential of various typologies—for instance, skills formation system, welfare state regime, and varieties of capitalism theory—in explaining differences between lifelong learning systems. Applying macro-structural analysis, Boeren, Holford et al (2012) found welfare regime theory (Desmedt, Groenez, & Van den Broeck, 2006; Esping-Andersen, 1989; Fenger, 2007; Titmuss, 1974) had some power to explain these clusterings.…”

Section: Introductionmentioning

confidence: 99%

“…In the same vein, "striking" differences in participation between countries led Boeren, Nicaise, Roosmaa, and Saar (2012) to question "the feasibility of a one-size-fits-all EU policy with specific targets and policy measures" (p. 81). Saar and Ure (2012) and Hefler and Markowitsch (2013) have broadened and deepened this analysis: on the one hand, by exploring the basis and utility of various country typologies, and on the other, by exploring-from an evolutionary or historical perspective-the features of seven types of formal adult education.…”

Section: Introductionmentioning

confidence: 99%

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Vocationalism Varies (a Lot)

Boeren

Holford

2016

Adult Education Quarterly

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To encourage adult participation in education and training, contemporary policy makers typically encourage education and training provision to have a strongly vocational (employment-related) character, while also stressing individuals' responsibility for developing their own learning. Adults' motivation to learn is not, however, purely vocational-it varies substantially, not only between individuals but between populations. This article uses regression analysis to explain motivation among 12,000 learners in formal education and training in 12 European countries. Although vocational motivation is influenced by individual-level characteristics (such as age, gender, education, occupation), it turns out that the country in which the participation takes place is a far stronger explanatory variable. For example, although men's vocational motivation to participate is higher than women's in all countries, Eastern European women have significantly higher levels of vocational motivation than men in Western Europe. This supports other research which suggests that, despite globalization, national institutional structures (social, economic) have continuing policy significance.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Vocationalism Varies (a Lot)

Boeren

Holford

2016

Adult Education Quarterly

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“…Cross‐country comparative research on political economy has provided a number of typologies that are useful for considering potential similarities and differences in institutional packages that could be meaningful for training activity in firms (Mills et al ., ). These approaches have been reviewed and integrated into a comprehensive framework by Saar & Ure () involving institutional aspects that are relevant for labour market systems, education and training systems and welfare systems (Saar & Roosalu, ). This institution‐based framework has been used to study differences in participation in lifelong learning (Roosmaa & Saar, ).…”

Section: Institutional Packages As Enablers and Constraints Of Firm‐pmentioning

confidence: 99%

Firm‐provided Training in Europe and the Limits of National Skills Strategies

Markowitsch¹,

Käpplinger²,

Hefler³

2013

Euro J of Education

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This article addresses cross‐country and cross‐period differences in average levels of training activity from an institutional perspective. Firm‐provided training in Europe between 1999 and 2010 is scrutinized in order to explore whether diverse institutional arrangements that can be linked to welfare state regimes can yield discernible cross‐country patterns. An emphasis is placed on the limits of national skills strategies that are not well embedded in wider institutional environments. This is grounded in a view that policy efforts to influence training activity, involves nothing less than ‘reforming’ societies. Insights of this research should contribute both to a critical reflection of the EU's targets in the field of lifelong learning as well as supporting policy learning between member states.

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Typologies of ALS

Kalenda

2024

Lifelong Learning Book Series

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Lifelong learning systems: overview and extension of different typologies

Cited by 11 publications

References 0 publications

Vocationalism Varies (a Lot)

Vocationalism Varies (a Lot)

Firm‐provided Training in Europe and the Limits of National Skills Strategies

Typologies of ALS

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