Research Handbook on Adult Education Policy

Edited by Marcella Milana, Associate Professor of Education, Department of Human Sciences, University of Verona, Italy, Palle Rasmussen, Professor Emeritus of Education, Department of Culture and Learning, Aalborg University, Denmark and Margherita Bussi, Assistant Professor of Adult Education, Faculty of Psychology and Educational Sciences, University of Louvain, Belgium

Contents:

1 Introduction: politics, policy and the governance of adult learning and
education 1
Palle Rasmussen, Marcella Milana, & Margherita Bussi

PART I PERSPECTIVES AND APPROACHES TO RESEARCHING
ADULT EDUCATION POLICY
2 Meshes of power in adult education policy 12
Beatrix Niemeyer
3 Revisiting a theoretical model to understand adult learning and
education policies 27
Licínio C. Lima & Paula Guimarães
4 Qualitative content analysis in adult education policy research:
developing a coding framework and conducting categorical analysis 43
Elizabeth A. Roumell
5 Educational governance and policy implementation studies as new
perspectives for adult education policy research 57
Alexandra Ioannidou & Michael Schemmann
6 Social movement’s contribution to adult learning and education policy:
a habermasian sociological perspective 73
Kapil Dev Regmi

PART II CURRENT AND LONG-STANDING CHALLENGES IN
ADULT EDUCATION POLICY
7 Beyond the human capital approach to adult education policy: how
adult learning and education policy matters for indivudal subjective
well-being? 89
Pepka Boyadjieva & Petya Ilieva-Trichkova
8 Platformisation and policy: towards digital governance of adult learning
and education 107
Tomáš Karger & Jan Kalenda
9 Adult education policy in times of change: the implications of the
covid-19 crisis on danish policies 123
Pia Cort & Anne Larson

PART III SUPRANATIONAL AND INTERNATIONAL
GOVERNANCE AND POLICY
10 Transational adult education governance and policy: the role of OECD
and UNESCO 140
Maren Elfert & Palle Rasmussen
11 The ideational policy trajectory of EU adult learning and skills policies
up to covid-19 156
Margherita Bussi & Marcella Milana
12 Promoting action or licensing inaction? International influences on
Indian policy of adult education 172
Shalini Singh
13 Adult learning and education policy within Francophone Africa 190
Idowu Biao

PART IV POLICY AND SOCIETAL DEVELOPMENT
14 US adult basic education policy: reading between the lines of a (mostly)
workforce-oriented policy 206
Alisa Belzer
15 Practicing performance accountability in us adult basic education:
a community case study 221
Alexis Cherewka & Esther Prins
16 Adult learning and education policy mobilities: following adult learning
and education policy development in Slovenia 237
Borut Mikulec
17 Re-skilling and inequalities of capabilities in France: how
socio-economic groups matter 252
Camille Stephanus & Josiane Vero
18 Employee’s continued training in Wallonia: a challenge for the active
welfare state 267
Bernard Conter

PART V DIMENSIONS OF ADULT EDUCATION GOVERNANCE
19 Hybrid political regimes and adult education – the example of Serbia 283
Katarina Popović & Maja Maksimović
20 Adult education as a weak policy priority in the Czech national context:
searching for the reasons 300
Martin Kopecký, Michal Šerák, & Martin Sycha
21 What does it take to influence adult education policymaking in Canada? 316
Jude Walker
22 Policy discussions, subjects, and actions in youth and adult education in
Mexico (2000–2020) 332
Gloria Elvira Hernández Flores, Carmen Campero Cuenca & Ana María
Méndez Puga
23 Analysis of Ghana’s adult learning and education policy environment
and governance framework: towards meeting the goal of lifelong
learning for all 346
Michael A. Tagoe & Ellen Abakah
24 Conclusion: lessons learned from and for adult education policy research 361
Margherita Bussi, Marcella Milana & Palle Rasmussen