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Being an Adult Learner in Europe and the UK: Persisting Inequalities and the Role of the Welfare State

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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).

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Authors and Affiliations

  1. Moray House School of Education, University of Edinburgh, Edinburgh, UK

    Ellen Boeren

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  1. Ellen Boeren
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Correspondence to Ellen Boeren .

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Editors and Affiliations

  1. Moray House School of Education, University of Edinburgh , Edinburgh, UK

    Ellen Boeren

  2. School of Education, University of Leicester , Leicester, UK

    Nalita James

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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

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  • DOI: https://doi.org/10.1007/978-3-319-97208-4_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-97207-7

  • Online ISBN: 978-3-319-97208-4

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