Based on a five-year research project across thirteen countries,
this comprehensive book analyses how national characteristics frame
a central feature of European Union social and economic policies -
lifelong learning. Combining qualitative and quantitative methods
in a wide-ranging international comparative study, the book
explores how far the EUs lifelong learning agenda has been
successful and what factors have limited its ability to reshape
national adult and lifelong learning systems. The chapters also
look at adults' participation in formal education, what they see as
the obstacles to taking part, and the nature of their demand for
learning opportunities. Using country typologies, the authors
challenge assumptions - whether held by policy makers or
researchers - that there is just one economic trajectory for market
economies and their lifelong learning systems. This book will
therefore be valuable to scholars, researchers and policy-makers
who are investigating, or trying to change, education and labor
markets. Contributors: B.E. Aaslid, S. Altorjai, S. Ayupova, E.
Boeren, P. Boyadjieva, P. Downes, L. Dromantien , G. Gornev, G.
Hefler, J. Holford, A. Ivan i , A. Khokhlova, V. Kozlovskiy, L.
Labanauskas, J. Markowitsch, C. Maunsell, V. Milenkova, A. Mleczko,
D. Nenkova, I. Nicaise, K. Petkova, M. Radovan, S. Rammel, S.
Riddell, P. Ringler, P. Robert, T. Roosalu, E.-L. Roosmaa, E. Saar,
M. Talj nait , A. Tamm, O.B. Ure, M. Veits, R. Voeoermann, E.
Weedon, T. Welikala, I. emaitaityt
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