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Winner of the AAACE Cyril O. Houle Award This book re-imagines the
essence and role of adult education at both the individual and
societal levels. It provides arguments for understanding adult
education as a process of agency and empowerment, which has not
only instrumental but intrinsic and transformative roles to play.
This book brings together ideas from the capability approach with
insights from recognition theory; the embeddedness approach; the
political economic perspective for understanding public and private
goods and the common goods perspective. The analysis draws on data
from large-scale international studies - alongside qualitative data
- and adopts a wide-ranging European comparative perspective. The
book develops original instruments for measuring different
dimensions of adult education as a common good, and its realisation
in different social contexts. It is aimed at academics, students,
practitioners, and policy makers interested in adult and/or higher
education and the social justice perspective to human life.
This open access book challenges international policy
‘groupthink’ about lifelong learning. Adult learning – too
long a servant of business competitiveness – should be reimagined
as central to democratic society. Young adults, especially from
disadvantaged backgrounds, engage more in education and training,
and learn more day-to-day at work, if provision is democratically
organised and based on enduring and inclusive institutional
networks, and when jobs encourage and reward the acquisition of
skills. Using innovative qualitative and quantitative methods, the
contributors develop a critical perspective on dominant policies,
investigating – across the European Union and Australia – how
‘vulnerable’ young adults experience programmes designed to
improve their ‘employability’, and how ‘skills for jobs’
policies squeeze out wider – and wiser – ideas of what
education and training should do. Chapters show why some provision
works for those with poor educational backgrounds, why labour
market and educational institutions matter so much, how adult
education can empower and expand people’s agency, and the
challenges of using artificial intelligence in lifelong learning
policy-making. Several investigate the pivotal role of workplace
learning in organisational life, and in learning during ‘emerging
adulthood’. Important comparative studies of workplace learning
in the metals, retail and adult education sectors show the role of
management, trade unions and social movements in young adults’
learning.
This open access book challenges international policy
‘groupthink’ about lifelong learning. Adult learning – too
long a servant of business competitiveness – should be reimagined
as central to democratic society. Young adults, especially from
disadvantaged backgrounds, engage more in education and training,
and learn more day-to-day at work, if provision is democratically
organised and based on enduring and inclusive institutional
networks, and when jobs encourage and reward the acquisition of
skills. Using innovative qualitative and quantitative methods, the
contributors develop a critical perspective on dominant policies,
investigating – across the European Union and Australia – how
‘vulnerable’ young adults experience programmes designed to
improve their ‘employability’, and how ‘skills for jobs’
policies squeeze out wider – and wiser – ideas of what
education and training should do. Chapters show why some provision
works for those with poor educational backgrounds, why labour
market and educational institutions matter so much, how adult
education can empower and expand people’s agency, and the
challenges of using artificial intelligence in lifelong learning
policy-making. Several investigate the pivotal role of workplace
learning in organisational life, and in learning during ‘emerging
adulthood’. Important comparative studies of workplace learning
in the metals, retail and adult education sectors show the role of
management, trade unions and social movements in young adults’
learning.
Winner of the AAACE Cyril O. Houle Award This book re-imagines the
essence and role of adult education at both the individual and
societal levels. It provides arguments for understanding adult
education as a process of agency and empowerment, which has not
only instrumental but intrinsic and transformative roles to play.
This book brings together ideas from the capability approach with
insights from recognition theory; the embeddedness approach; the
political economic perspective for understanding public and private
goods and the common goods perspective. The analysis draws on data
from large-scale international studies - alongside qualitative data
- and adopts a wide-ranging European comparative perspective. The
book develops original instruments for measuring different
dimensions of adult education as a common good, and its realisation
in different social contexts. It is aimed at academics, students,
practitioners, and policy makers interested in adult and/or higher
education and the social justice perspective to human life.
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