The political economy of adult learning systems—some institutional features that promote adult learning participation

Abstract

Recent years have witnessed an increasing scholarly interest in the study of education, training, and skill formation from a comparative political economy perspective. The purpose of this article is to contribute to the emerging field of the political economy of adult learning systems, which seeks to understand the causes and consequences of cross-national diversity in adult learning systems. The article introduces this interdisciplinary research strand by reviewing recent work and different typologies that have emerged out of the field of comparative economics and comparative politics, which are relevant to the study of adult learning systems. The empirical evidence on cross-national patterns of organized adult learning drawn on PIAAC data suggests that existing typologies are insufficient to explain the cross-national patterns. The article discusses some specific institutional features that promote adult learning participation and points out conditions and policies that support effective adult learning systems.

Trends In The Use Of Non-Formal Adult Education Supply

“…Another key identified trend is a rapid increase in the involvement of adults in organised on-the-job training, which almost doubles its size. According to some scholars (Desjardins, 2017;Desjardins & Ioannidou, 2020;Rubenson, 2018), this result is compatible with an increased supply of job-related training characterised the previous decade. In the case of participation in NFE, it results not only in higher participation for work-related reasons and employer-supported training but also in higher utilisation of guided on-the-job training as a primary organisational type of NFE.…”

“…The period after 2010 was one of the most dynamic in terms of the development of non-formal education of adults (NFE). Specifically, it has intensified processes such as globalisation, deindustrialisation, and the subsequent flexibilisation and precarization of work, which resulted in an increased demand for NFE (e.g., Desjardins, 2020a;Desjardins & Ioannidou, 2020;. At the same time, the NFE supply itself began to change more profoundly.…”

Development and Initial Validation of the Nonparticipation in Nonformal Education Questionnaire

“…Each of these groups is distinguished by a specific set of features that makes its members vulnerable, potentially decreasing their desire and opportunity to become involved in education and training. Several authors (Dämmrich et al, 2015; Desjardins & Ioannidou, 2020; Iñiguez-Berrozpe et al, 2020) have described the crucial importance of reducing these negative effects.…”

The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

“…While some authors argue that lifelong learning is now a responsibility of each individual (Gleason, 2018: 7), creating suitable conditions for learning in every stage and walk of life has become a subject of much academic discussion and policy deliberation. The researchers in adult education and lifelong learning identify flexibility, openness, and accessibility as guiding principles (Boeren, 2016: 171; Desjardins and Ioannidou, 2020: 159). The corresponding metaphor of flexible learning pathways has been influential throughout a wide array of policy documents, indicating an approach to building systems that should provide learners with a sense of continuity and progress, the ability to choose among different pathways, points of transition through an articulation or credit transfer, and advisory services (Ramsaru, 2017: 75).…”

“…One of the primary ways of supporting the flexibility of learning pathways is a recognition of prior learning (RPL). According to Desjardins (2020: 111; Desjardins and Ioannidou, 2020: 158), RPL is a “key feature” of advanced adult learning systems, and the flexibility it provides represents an essential factor for achieving high participation rates in adult education. Recognition of prior learning constitutes a framework for identifying existing competence, assessing it, and assigning value to it through certification, admission, or providing further learning opportunities.…”