Advertisement

Governing Adult Education Policy Development in Europe

A Critical Appraisal of the Renewed Agenda for Adult Learning
  • Marcella MilanaEmail author
  • Gosia Klatt
Reference work entry

Abstract

Based on a claim that adult education policy developments in Europe are more strongly entangled with European rather than global governance in this policy domain, this chapter presents a critical appraisal of the Renewed European Agenda on Adult Learning (REAAL). This analysis draws on a heuristic model that concentrates attention on the strength of governance mechanisms and policy instruments as key units of analysis to examine governance in public policy domains such as education, building primarily on the work of Del Rio and Howlett (2013) on complex policy mixes, and that of Lascounes and Le Galès (2007) on policy instrumentation. By featuring REAAL’s main characteristics, and in light of its historical stages of development, this chapter elucidates how, as a policy mix, REAAL performs three substantive authoritative functions (i.e., legal, epistemic, and procedural), which ease European governance in the adult education policy domain. Moreover, through a closer examination of REAAL’s mode of working, this chapter identifies the governance mechanisms (i.e., standard setting, capacity building, and financial redistribution) and policy instruments (i.e., coordinated working groups/networks, mutual- and peer-learning arrangements, data generation, benchmarks, and funding schemes) that concur to its enactment. In doing so, it highlights two distinctive qualities that differentiate European from global governance in the adult education domain: its regulatory politics and its wealth redistributive capacity. Finally, the chapter points at some of the implications for the adult education and training sector and its market segments.

Keywords

Adult education Adult learning Renewed European Agenda for Adult Learning European governance Education governance Policy instruments 

Notes

Acknowledgments

This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement no. 693989.

References

  1. Bagnall R, Hodge S (2018) Contemporary adult and lifelong education and learning: An epistemological analysis. In: Milana M, Webb S, Holford J, Waller R, Jarvis P (eds) The Palgrave international handbook on adult and lifelong education and learning. Palgrave Macmillan, Basingstoke/New York, pp 13–34CrossRefGoogle Scholar
  2. Ball SJ (2000) Performativities and fabrications in the education economy: towards the performative society?. The Australian Educational Researcher 27(2):1–23CrossRefGoogle Scholar
  3. Bauman Z (1992) Intimations of postmodernity. Routledge, LondonCrossRefGoogle Scholar
  4. Bauman Z (1998) Globalization: the human consequences. Polity, CambridgeGoogle Scholar
  5. Boeren E, Whittaker S, Riddell S (2017, September) Provision of seven types of education for (disadvantaged) adults in ten countries: overview and cross-country comparison (Deliverable 2.1 of the H2020 ENLIVEN-project)Google Scholar
  6. Burns T, Köster F, Fuster M (2016) Education governance in action: lessons from case studies. OECD Publishing, ParisCrossRefGoogle Scholar
  7. Del Rio P, Howlett M (2013) Beyond the “Tinbergen rule” in policy design: matching tools and goals in policy portfolios. Lee Kuan Yew School of Public Policy Working Paper SeriesGoogle Scholar
  8. Graziano P, Vink MP (2006) Europeanization – new research agendas. Palgrave Macmillan, BasingstokeGoogle Scholar
  9. Hamilton M, Maddox B, Addey C (2015) Literacy as numbers: researching the politics and practices of international literary assessment. Cambridge University Press, CambridgeGoogle Scholar
  10. Hefler G, Markowitsch J (2013) Seven types of formal adult education and their organisational fields: towards a comparative framework. In: Saar E, Ure OB, Roosalu T (eds) Lifelong learning in Europe: National Patterns and challenges. Edward Elgar, Cheltenham, pp 82–113Google Scholar
  11. Jackson N (2001) Benchmarking in UK HE: an overview. Qual Assur Educ 9:218–235CrossRefGoogle Scholar
  12. Klatt G (2014). Understanding the European Union and its Political Power) In: Milana M, Holford J (eds) Adult education policy and the European Union: theoretical and methodological perspectives. Sense Publishers, Rotterdam, pp 53–72Google Scholar
  13. Kohler-Koch B, Rittberger B (2006) Review article: the ‘governance turn’ in EU studies. J Common Mark Stud 44:27–49CrossRefGoogle Scholar
  14. Lascoumes P, Le Galès P (2007) Introduction: understanding public policy through its instruments – from the nature of instruments to the sociology of public policy instrumentation. Governance 20(1):1–21CrossRefGoogle Scholar
  15. Margison S (1997) Markets in education. Allen & Unwin, St. LeonardsGoogle Scholar
  16. Milana M (2017) Global networks, local actions: Rethinking adult education policy in the 21st century. Routledge, Milton Park, Abingdon, Oxon/New YorkGoogle Scholar
  17. Milana M, Holford J, Hodge S, Waller R, Webb S (2017) Adult education and learning: endorsing its contribution to the 2030 agenda. Int J Lifelong Educ 36(6):625–628CrossRefGoogle Scholar
  18. Pierre J (2000) Debating governance. Oxford University Press, OxfordGoogle Scholar
  19. Pierre J, Peters B (2000) Governance, politics and the state. St. Martin's Press, New YorkGoogle Scholar
  20. Rizvi F, Lingard B (2010) Globalising education policy. Routledge, LondonGoogle Scholar
  21. Statistics Canada, OECD (2005) Learning a living: first results of the adult literacy and life skills survey. OECD, ParisCrossRefGoogle Scholar
  22. UIL (2012) CONFINTEA VI mid-term review – report of the conference (prepared by Clinton Robinson, general rapporteur). Available via http://unesdoc.unesco.org/images/0026/002607/260720e.pdf. Accessed 30 Jan 2018
  23. UNESCO, UNDP, UNFPA, UNHCR, UNICEF, UN WOMEN, … ILO (2015) Education 2030 – Incheon declaration and framework for action for the implementation of sustainable development goal 4. Available via http://unesdoc.unesco.org/images/0024/002456/245656e.pdf. Accessed 30 Jan 2018

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of VeronaVeronaItaly
  2. 2.Melbourne Graduate School of EducationThe University of MelbourneCarltonAustralia

Section editors and affiliations

  • Michael Gessler
    • 1
  • Larissa Freund
    • 2
  • Susanne Peters
    • 3
  1. 1.Institute of Technology and EducationUniversity of BremenBremenGermany
  2. 2.University of BremenBremenGermany
  3. 3.University of BremenBremenGermany

Personalised recommendations