Although comparative research in the field of adult education and learning has a long-standing tradition, studies that explore the long-term macro-social transformation of organised adult learning and its policy frameworks remain relatively rare (Hake, 2022; Saar et al., 2013; Verdier, 2018).

One promising approach to address this gap is the Adult Learning System (ALS) perspective (Desjardins, 2017; Desjardins & Ioannidou, 2020; Kalenda, 2024), particularly when combined with insights from historical institutionalism (Mahoney & Thelen, 2015; Thelen, 2019), which emphasises the dynamics of long-term social change.

In the broadest sense, ALS refer to the institutional frameworks that underpin the provision, governance, and coordination of adult education and learning in a particular country. They are typically conceptualised as the mass of organised learning opportunities available to adults, along with the underlying structures and stakeholders that influence their organisation and governance (Desjardins, 2017; Desjardins & Ioannidou, 2020). This framework encompasses not only participants (demand side) and providers (supply side) but also a diverse array of organisations and stakeholders such as governments, unions, professional associations, and firms, as well as the policy measures that regulate their interactions. Well-developed, open, and flexible ALS that effectively address coordination challenges are considered a prerequisite for broad and equitable participation in organised adult learning (Lee, 2018), a core policy aim for many international organisations (e.g., EC, 2020) and national governments.

However, these systems are not static; they have evolved and transformed over time. Recognising that "time matters," it becomes essential to trace their trajectories and transformations. Concepts such as path dependency, intercurrence, and gradual institutional change from historical institutionalism offer valuable tools for understanding these formation pathways.

By combining the ALS framework with historical institutionalism as a general analytical approach, this symposium critically examines the institutional transformation of ALS in several European countries, focusing on developments from the early 1990s to the 2020s. The symposium is rooted in findings from an international collaborative project associated with the forthcoming book Modern Guide to Adult Learning Systems (Desjardins & Kalenda, 2025 fc), which brought together a team of scholars dedicated to understanding the long-term evolution of adult education policies and provision at the national level in fifteen countries.

The primary objective of the symposium is to introduce and critically discuss the ALS approach to comparative analysis while showcasing its application across several national case studies. Recognising that neither the ALS framework nor historical institutionalism constitutes a unified grand theory, but rather a collection of concepts and analytical tools, the symposium seeks to demonstrate their diverse applications in historical-oriented policy research in the adult education and learning field.

The symposium will feature four papers: three presenting detailed case studies on the historical trajectories of selected national ALS – specifically Greece, Italy, and Hungary – and a concluding paper offering a critical synthesis of all fifteen national case studies. Collectively, these four papers aim to enhance scholarly understanding of ALS by showcasing a diverse array of concepts, analytical tools, and research questions that can be explored within this general theoretical framework.

Desjardins, R. (2017). Political economy of adult learning systems. Comparative study of strategies, policies, and constraints. Bloomsbury. Desjardins, R., & Ioannidou, A. (2020). The political economy of adult learning systems - some institutional features that promote adult learning participation. Zeitschrift für Weiterbildungsforschung, 43(1), 143–168. https://doi.org/10.1007/s40955-020-00159-y Desjardins, R., & Kalenda, J. (Eds.)., (2025, forthcoming). Modern Guide to Adult Learning Systems. Edward Elgar. EC. (2020). European skills agenda for sustainable competitiveness, social fairness, and resilience. Brussels: European Commission. Hake, B. J. (2022). Education permanente in post-war France, 1945–1960: Circulatory regimes and policy repertoires. Studies in the Education of Adults 54(1): 4–24. Kalenda, J. (2024). Formation of Adult Learning Systems in Central Europe. Cham: Springer. Lee, J. (2018). Conceptual foundations for understanding inequality in participation in adult learning and education (ALE) for international comparisons. International Journal of Lifelong Education, 37(3), 297–314. http://doi.org/10.1080/02601370.2018.1462265 Mahoney, J., & Thelen, K. (2015). Comparative-historical analysis in contemporary political science. In J. Mahoney & K. Thelen (Eds.), Advances in Comparative-Historical Analysis (pp. 3–36). Cambridge: Cambridge University Press. Thelen, K. (2019). Institutional Change in Advanced Political Economies. Socio-Economic Review, 7(1), 7–34. https://doi.org/10.1093/ser/mwn020 Verdier, E. (2018). Europe: Comparing Lifelong Learning Systems. In M. Milana et al. (Eds.), The Palgrave International Handbook on Adult and Lifelong Education and Learning (pp. 461–483). London: Palgrave Macmillan.