In post-industrial societies some workers will have stable, good
jobs in knowledge and learning-intensive workplaces, while many
others will be underemployed or locked into a series of precarious,
low-skill jobs in the periphery of the economy. In such a society,
inclusions and exclusions in economics and social life are bound to
correspond closely to inclusions and exclusions in adult education
and training.
With the transition toward the post-industrial society
increasingly complete, the challenge to reduce the exclusive
tendencies in adult education and training, and to make learning a
common, continuous and even universal experience is becoming more
urgent than ever. The design of successful intervention strategies
will depend crucially on the knowlege base of adult education,
especially improved insights into the factors that are associated
with participation and non-participation. By improving that
knowledge base that this volume, which reports on a six-country
comparative investigation of the patterns of adult education
participation, seeks to make a contribution to policy and
research.
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