23 SES 05 D, Education Policy Borrowing and Transfer
Education and learning at all ages represent policy objects that have gained high status on the agendas of international organizations, governments and private institutions. Thus, intergovernmental organizations born either to sustain economic growth and higher living standards (i.e. Organization for Economic Cooperation and Development, OECD) or European integration (i.e. European Union, EU) are equally paying a great deal of attention to the education and learning of autochthonous and immigrant adults as well as out of school youth.
While the OECD is indisputably the ever-growing policy authority when it comes to the measurements and standardisation of adult literacy and skills (Desjardins & Ederer, 2015; Rubenson, 2015), the EU has no doubt tightened its policy coordination, inter-systemic steering and use of dedicated funding in various areas, including adult education and learning, in the wake of the global economic crisis of 2008 (Milana 2016, 2017; Rasmussen, 2014a). But how do these international prescriptions and instruments affect what occurs within national contexts in Europe?
To answer this question, in this paper we investigate how different groupings of people forming shared standpoints for collective action, and their actions, affect public policy developments in adult education and learning, especially policy elements based on international prescriptions.
We adopt a comparative perspective, studying and contrasting two fairly different national contexts: Italy and Denmark. These countries represent different historical trajectories of state formation and welfare regimes (Rubenson & Dejardins, 2009) and they are illustrative of a persistent North-South divide within Europe in terms of both rates of participation in adult education and learning opportunities, and social (in)equalities and standards of living among their populations (see also Rasmussen, 2014b).
The paper will contribute knowledge on the extent to which efforts by intergovernmental organizations, and the EU in particular, impact uniformly in national policies, and to which extent they are adapted, transformed or disrupted across borders throughout Europe.
The theoretical framework for the paper draws on sociological realism, conceptualising the different but interacting levels of the real world (Collier, 2011) and on social theory, conceptualising different logics of and frameworks for human action (Habermas, 1984-87). In our study, the real world of adult education and learning policy (i.e. the object of our investigation) comprises: 1) people getting involved in teaching and learning transactions (empirical domain); 2) people and organisations that deliberate on, and engage in, the definition, implementation, monitoring or evaluation of such transactions (actual domain); and 3) criteria, procedures, economic resources, etc. (mechanisms). But the real world contains also not concrete (or observable) entities (i.e. possibilities or absences) that have effects on real entities (i.e. individuals, collectives). It is people’s (and collectives) instrumental, strategic and communicative actions that re-elaborate past cultural and structural conditions and generate (often unintended) consequences, which produce the observable outcomes we call facts (Archer, 2011; Habermas, 1984-87).
In our study, one of the observable outcomes of invisible cultural and structural elaboration is the institutionalization of adult education and learning through policy deliberation and ‘systemic’ development of institutions. But adult education and learning policy and its institutions differ between and within socio-economic and cultural contexts, and so do the social positioning of people and organisations involved in the field. In studying this field in Italy and in Denmark we trace how these forces and actions enacts, adapt and disrupt international prescriptions on adult education and learning.
• Archer, M. S. (2011). Morphogenesis: Realism’s explanatory framework. In A. Maccarini, E. Morandi & R. Prandini (Eds.), Sociological realism (pp. 59–94). London: Routledge. • Ball, S. (2012). Global Education Inc. New policy networks and the neo-liberal imaginary. London: Routledge. • Clarke, A. E. (2005). Situational Analysis: Grounded Theory after the Postmodern Turn. Thousand Oaks, CA: Sage. • Collier, A. (2011). The social ontology of critical realism. In A. Maccarini, E. Morandi & R. Prandini (Eds.), Sociological realism (pp. 3–20). London: Routledge. • Desjardins, R. & Ederer, P. (2015) Socio-demographic and practice-oriented factors related to proficiency in problem solving: a lifelong learning perspective, International Journal of Lifelong Education, 34:4, 468-486. • Habermas, J. (1984-87) The Theory of Communicative Action, Vol. 1-2. Cambridge: Polity Press. • Milana, M. (2016). Europæisk governance og uddannelse [European governance and education]. In N. R. Jensen & H. C. Dorf (Eds.). Studier i pædagogisk sociologi (pp. 107-128). Aarhus: Aarhus Universitetsforlag. • Milana, M. (2017). Global Networks, Local Actions: Rethinking adult education policy in the 21st. Milton Park, Abingdon, Oxon / New York, NY. (Routledge Research in Lifelong Learning and Adult Education Series). • Rasmussen, P (2014a) Adult Learning Policy in the European Commission, in Milana, M. & Holford, J. (Eds.), Adult Education Policy and the European Union. Theoretical and Methodological Perspectives. Rotterdam: Sense. • Rasmussen, P (2014b), Lifelong learning policy in two national contexts. International Journal of Lifelong Education, 2014 (3). • Rubenson, K. (2015). Framing the adult learning and educationa policy discourse: The role of the Organization for Economic Co-operation and development. In M. Milana & T.Nesbit (Eds.), Global perspectives on adult education and learning policy (pp. 179–193). Basingstoke / New York: Palgrave Macmillan. • Rubenson, K. & Desjardins, R. (2009). The Impact of Welfare State Regimes on Barriers to Participation in Adult Education A Bounded Agency Model. Adult Education Quarterly, 59(3), 187-207. • Russel, L.J. et al. (2013): Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal-informal divide. Pittsburgh: Journal of Educational Change no. 14: 259-281. • Stake, R. E. (2006). Multiple Case Study Analysis. New York: Guilford Press. • Strauss, A. L. (1978). A social world perspective. Studies in Symbolic Interaction, 1, 119–128.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.