Abstract
The European Commission’s aims in relation to education and training have been expressed by a set of benchmarks and indicators (Ioannidou in EERJ 6: 336–347, 2007; Grek in Journal of Education Policy 24: 23–37, 2009; Lawn and Grek in Europeanizing Education: Governing a New Policy Space. Symposium Books, Oxford, 2012; Holford and Mohorcic-Spolar in Lifelong Learning in Europe: Equity and Efficiency in the Balance, pp. 39–61, 2012). In relation to adult learning, it includes the benchmark that by 2020, 15% of the adult population between the ages of 25 and 64 needs to participate in at least one lifelong learning activity, measured on a four weeks basis (European Commission in Strategic Framework for Education and Training. European Commission, Brussels, 2009).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Armitage, P. (2017). Indices of Multiple Deprivation in the UK. https://socialvalueportal.com/indices-of-multiple-deprivation-in-the-uk/.
Ball, S., et al. (2014). OECD and Pisa Tests Are Damaging Education Worldwide—Academics. The Guardian.
Blossfeld, H.-P., Kilpi-Jakonen, E., Vono de Vilhena, D., & Buchholz, S. (Eds.). (2014). Adult Learning in Modern Societies: An International Comparison from a Life-Course Perspective. Cheltenham: Edward Elgar.
Boeren, E. (2014). Evidence-Based Policy-Making: The Usability of the Eurostat Adult Education Survey. International Journal of Lifelong Education, 33(3), 275–289.
Boeren, E. (2016). Lifelong Learning Participation in a Changing Policy Context: An Interdisciplinary Theory. London: Palgrave-Macmillan.
Boeren, E. (2018a). Cross-Sectional and Longitudinal Surveys. In L. Hamilton & J. Ravenscroft (Eds.), Building Your Research Design in Education: Theoretically Informed Advanced Methods. London: Bloomsbury.
Boeren, E. (2018b). Native- Versus Foreign Born Adults’ Participation in Education and Learning: Insights from PIAAC. Paper Presented at the Conference of the Comparative and International Education Society.
Boeren, E., & Holford, J. (2016). Vocationalism Varies (A Lot): A 12-Country Multivariate Analysis of Participation in Formal Adult Learning. Adult Education Quarterly, 66(2), 120–142.
Boeren, E., Whittaker, S., & Riddell, S. (2017). Provision of Seven Types of Education for (Disadvantaged) Adults in Ten Countries: Overview and Cross-Country Comparison. Brussels: European Commission.
Bol, T., & Van de Werfhorst, H. (2013). The Measurement of Tracking, Vocational Orientation, an Standardizationof Educational Systems: A Comparative Approach. Amsterdam: GINI.
Brookfield, S. D. (2010). Theoretical Frameworks for Understanding the Field. In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.), Handbook of Adult and Continuing Education (pp. 71–81). Thousand Oaks: Sage.
Callender, C., & Thompson, J. (2018). The Lost Part-Timers: The Decline of Part-Time Undergraduate Higher Education in England. London: The Sutton Trust.
Campbell, M. (2012). Skills for Prosperity? A Review of OECD and Partner Country Skill Strategies. London: Centre for Learning and Life Chances in Knowledge Economies and Societies.
Coffield, F. (2000). The Necessity of Informal Learning. Bristol: Policy Press.
Colley, H., Hodkinson, P., & Malcolm, J. (Cartographer). (2003). Informality and Formality in Learning: A Report for the Learning and Skills Research Centre.
Courtney, S. (1992). Why Do Adults Learn? Towards a Theory of Participation in Adult Education. London: Routledge.
Dale, R., & Robertson, S. (2008). Globalisation and Europeanisation in Education. Oxford: Symposium Books.
Desjardins, R. (2017). Political Economy of Adult Learning System Comparative Study of Strategies, Policies and Constraints. London: Bloomsbury.
Desjardins, R., & Rubenson, K. (2011). An Analysis of Skill Mismatch Using Direct Measures of Skills. Paris: OECD.
Desjardins, R., Rubenson, K., & Milana, M. (2006). Unequal Chances to Participate in Adult Learning: International Perspectives. Paris: UNESCO.
Esping-Andersen, G. (1989). The Three Worlds of Welfare Capitalism. Cambridge: Polity.
European Commission. (2009). Strategic Framework for Education and Training. Brussels: European Commission.
European Commission. (2010). Europe 2020: A European Strategy for Smart, Sustainable and Inclusive Growth. Brussels: European Commission.
European Commission. (2016). Upskilling Pathways: New Opportunities for Adults. Brussels: European Commission.
Fenger, H. J. M. (2007). Welfare Regimes in Central and Eastern Europe: Incorporating Post-communist Countries in Welfare Regime Typology. Contemporary IIssues and Ideas in Social Sciences, 3(2), 1–30.
Field, J. (2012). Is lifelong Learning Making a Difference? Research-Based Evidence on the Impact of Adult Learning. In D. Aspin, J. Chapman, K. Evans, & R. Bagnall (Eds.), Second International Handbook of Lifelong Learning (pp. 887–897). Dordrecht: Springer.
Findsen, B., & Formosa, M. (2011). Lifelong Learning in Later Life: A Handbook on Older Adult Learning. Dordrecht: Springer.
Grek, S. (2009). Governing by Numbers: The PISA ‘Effect’ in Europe. Journal of Education Policy, 24(1), 23–37.
Groenez, S., Desmedt, E., & Nicaise, I. (2007). Participation in Lifelong Learning in the EU‐15: The Role of Macro‐Level Determinants. Paper Presented at the European Conference for Education Research. Retrieved from: https://www.academia.edu/attachments/3248407/download_file?st=MTUwMjcyMjIxNCwxOTQuODEuMjQ1Ljg2LDQyNzI2MjY5ands=swp-toolbar.
Hefler, G., & Markowitsch, J. (2012). Bridging Institutional Divides: Linking Education, Careers and Work in ‘Organizational Space’ and ‘Skill Space’ Dominated Employment Systems. In R. Brooks, A. Fuller, & J. Waters (Eds.), Changing Spaces of Education—New Perspectives on the Nature of Learning (pp. 160–181). London: Routledge.
Heyes, J. (2018). Casualisation Leaves Workers Facing a Difficult and Uncertain Labour Market. https://www.tuc.org.uk/blogs/casualisation-leaves-workers-facing-difficult-and-uncertain-labour-market.
Holford, J., & Spolar, V. A. M. (2012). Neoliberal and Inclusive Themes in European Lifelong Learning Policy. Lifelong Learning in Europe: Equity and Efficiency in the Balance, 39–61.
Howse, P. (2015). Colleges Say ‘Swathe of Cuts’ Threatens Adult Education. London: BBC.
Ioannidou, A. (2007). A Comparative Analysis of New Governance Instruments in the Transnational Educational Space: A Shift to Knowledge-Based Instruments? European Educational Research Journal, 6(4), 336–347.
Kaufmann, K. (2015). AES from a Research Perspective. Paper Presented at the DwB-Training Course: Working with Data from Official Statistics in Europe Particularly the Adult Education Survey (2011). Retrieved from: http://www.dwbproject.org/export/sites/default/events/doc/dwb_tc6_kaufmann_aes_research_perspective.pdf.
Kyndt, E., & Baert, H. (2013). Antecedents of Employees’ Involvement in Work-Related Learning: A Systematic Review. Review of Educational Research, 83(2), 273–313.
Lawn, M., & Grek, S. (2012). Europeanizing Education: Governing a New Policy Space. Oxford: Symposium Books.
Nesbit, T. (2005). Social Class and Adult Education. New Directions for Adult and Continuing Education, 2005(106), 5–14.
OECD. (2013). OECD Skills Outlook 2013 First Results from the Survey of Adult Skills. Paris: OECD.
OECD. (2018). OECD Reviews of Vocational Education and Training: Apprenticeship in England, United Kingdom. Paris: OECD.
Phillips, D., & Ochs, K. (2003). Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices. Comparative Education, 39(4), 451–461.
Raey, D. (2010). Sociology, Social Class and Education. In M. Apple, S. Ball, & L. A. Gandin (Eds.), The Routledge Handbook of the Sociology of Education (pp. 396–404). London: Routledge.
Reid, G. (2018). The Government Has Promised More R and D. Where Will the Money Come From? The Guardian.
Saltkjel, T. (2017). Welfare Resources and Social Risks in Times of Social and Economic Change: A Multilevel Study of Material Deprivation in European Countries. European Journal of Social Work, 17(1), 118–134.
Schneider, S. L. (2010). Nominal Comparability Is Not Enough: (In-) Equivalence of Construct Validity of Cross-National Measures of Educational Attainment in the European Social Survey. Research in Social Stratification and Mobility, 28(3), 342–357.
Schuller, T., Preston, J., Hammond, C., Brassett-Grundy, A., & Bynner, J. (2004). The Benefits of Learning: The Impact of Education on Health, Family Life and Social Capital. London: Routledge.
Spellman, R. (2017). It’s Time for a National Adult Learning Strategy. https://feweek.co.uk/2017/02/06/its-time-for-a-national-adult-learning-strategy/.
UNESCO. (1979). Terminology of Adult Education. Paris: UNESCO.
UNESCO UIS. (2011). International Standard Classification of Education (ISCED) 2011. Paris: UNESCO.
Virkkunen, H. (2018). Towards an EU Leadership Role in Shaping Globalisation. European View, 17(1), 13–20.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Boeren, E. (2019). Being an Adult Learner in Europe and the UK: Persisting Inequalities and the Role of the Welfare State. In: Boeren, E., James, N. (eds) Being an Adult Learner in Austere Times. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-97208-4_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-97208-4_2
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-97207-7
Online ISBN: 978-3-319-97208-4
eBook Packages: EducationEducation (R0)