Journal articles: 'Adult education policy'

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Milana, Marcella. "Debating Global Polity, Policy Crossing, and Adult Education." Comparative Education Review 59, no. 3 (2015): 498–522. http://dx.doi.org/10.1086/681906.

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Jenkins, G. Harries, and Colin Griffin. "Adult Education and Social Policy." European Journal of Education 22, no. 3/4 (1987): 361. http://dx.doi.org/10.2307/1502909.

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Peterson, David A., and Hiromi Masunaga. "Policy for Older Adult Education." New Directions for Adult and Continuing Education 1998, no. 77 (1998): 55–60. http://dx.doi.org/10.1002/ace.7705.

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Ogienko, Olena. "EUROPEAN DIMENSIONS OF ADULT EDUCATION POLICY." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 1 (May 12, 2020): 22–26. http://dx.doi.org/10.35387/ucj.1(1).2020.22-26.

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The article defines and analyzes the leading factors, mechanisms and tendencies of the Eu-ropean adult education policy formation. It is determined that the leading factors of the European adult edu-cation area formation are processes of globalization, integration, democratization, and informatization. It has been revealed that international conferences on adult education (CONFITEA) have a special significance in shaping the strategy for the development of adult education. International and European documents and programs are the main mechanisms for the implementation of European education policy. It has been shown that although European documents on the development and functioning of adult education systems are advi-sory, each country has an opportunity to relate them to national traditions and adapt to their needs. The trends in the context of the European adult education area formation are identified, which include: the grad-ual transformation of adult education into a key factor of sustainable economic and social development in European countries; strengthening of the European dimension and integration of educational systems; con-vergence in adult education, which provides «mitigation» of the influence of megatrends and the develop-ment of mechanisms for the preservation of the national component and national specificity of adult educa-tion systems; glocalization which enables to optimally harmonize the global and national needs for ensuring the competitiveness of the national economy and education; complementarity, harmonious coherence of adult education systems in European countries. It is shown that the European dimension in national educa-tion policy is able to provide an adult individual with equal opportunities and competitiveness in the Europe-an labour market. Therefore, it is advisable to form the Ukrainian education policy in the field of adult educa-tion in accordance with European approaches that should be considered as a necessary measure which is able of responding to current challenges and ensuring the entry into a single European educational space.

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Rubenson, Kjell. "Social class and adult education policy." New Directions for Adult and Continuing Education 2005, no. 106 (2005): 15–25. http://dx.doi.org/10.1002/ace.175.

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Rose, Amy D. "Is Adult Education Paying Attention to Policy Question, is Adult Education a Right?" Adult Learning 7, no. 5 (1996): 5–12. http://dx.doi.org/10.1177/104515959600700502.

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Manuel, Alzira, and Oleg Popov. "THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE." Problems of Education in the 21st Century 71, no. 1 (2016): 53–61. http://dx.doi.org/10.33225/pec/16.71.53.

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The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of ‘Education for all’ and ‘Education for development’. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers. Key words: adult education, activity theory, power and development.

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Rubenson, Kjell. "Adult Education Policy in Sweden, 1967-1991." Review of Policy Research 13, no. 3-4 (1994): 367–90. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00612.x.

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Bickerton, Bob. "Adult Basic Education: The Changing Policy Landscape." Adult Learning 7, no. 5 (1996): 15–29. http://dx.doi.org/10.1177/104515959600700510.

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Balakrishnan, Rajiv. "Adult education in India-policy & perspectives." Social Change 32, no. 3-4 (2002): 181–94. http://dx.doi.org/10.1177/004908570203200410.

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Coombs, Philip H. "Suggestions for a realistic adult education policy." Prospects 15, no. 1 (1985): 27–38. http://dx.doi.org/10.1007/bf02195700.

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Barros, Rosanna, and Chiara Biasin. "The right of adults to education: A comparative analysis from the Portuguese and Italian policy agenda." Research in Comparative and International Education 14, no. 4 (2019): 477–501. http://dx.doi.org/10.1177/1745499919881027.

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The subject of this article is the right of adults to education, with a focus on the critical analysis of education policy. We discuss human rights as a framework for citizenship in two national contexts of Southern Europe with the purpose of underlining key differences and similarities in countries with diverse histories but a similarly high number of low-qualified adults among their population. In view of the above, this paper provides a detailed historical context for adult education policy in those countries and expounds on how current Portuguese and Italian educational policy agendas have considered the right of adults to education in the context of their democratic regimes. For critical analysis we use Tomaševski’s theoretical 4A framework, built mainly for school contexts, and apply it to adult education policy. The objective is to understand ways of realizing the right of adults to education by means of policy measures undertaken by governments in those national states. Thus, we employed as an object of analysis the study of availability, accessibility, acceptability and adaptability of adult education and learning against the backdrop of current changes occurring in Europe. This heuristic exercise makes a significant contribution to adult education literature in times of neoliberal trends.

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Robertson, Catherine. "Editorial policy." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 2. http://dx.doi.org/10.14426/jovacet.v3i1.131.

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The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in TVET and Adult and Continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.

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Hodge, Steven, John Holford, Marcella Milana, Richard Waller, and Susan Webb. "Adult education, vocational education and economic policy: theory illuminates understanding." International Journal of Lifelong Education 39, no. 2 (2020): 133–38. http://dx.doi.org/10.1080/02601370.2020.1747791.

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Hizhynska, Tetiana. "State Education Policy in the Field of Adult Education in Germany." Comparative Professional Pedagogy 6, no. 1 (2016): 67–72. http://dx.doi.org/10.1515/rpp-2016-0010.

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AbstractGerman experience of development and modernization of the field of adult education has been outlined in the paper. Historical development of the field and its recognition as an independent level in education have been considered. The aim of the field has been defined. It has been emphasized that the names of the field in Ukraine and Germany differ. It has been found out that Germany is a federal state with decentralized system of regulation for adult education where federation, states and municipal authorities cooperate. Based on studying literary and documentary sources the competences of states for legislation and initiatives in the field of adult education have been revealed. It has been stated that there is no legal support regulating the field of adult education in Germany. Based on the data of the conducted analysis it has become possible to find out that the state policy in the field of adult education is, first of all, is aimed at providing every citizen with the right to personality development and freedom to choose education institutions. The content of federal acts related to the field of adult education in Germany has been delivered. Theoretical generalization of main aspects of the field regulation due to states adult education / continuing education acts and educational leave acts has been performed.

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Limage, Leslie J. "Adult Literacy Policy in Industrialized Countries." Comparative Education Review 30, no. 1 (1986): 50–72. http://dx.doi.org/10.1086/446567.

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Žiljak, Tihomir. "Adult education in Croatia after 1990." Andragoška spoznanja 24, no. 4 (2018): 53–68. http://dx.doi.org/10.4312/as.24.4.53-68.

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The main goal of the paper is to explain key elements of three cycles of adult education policy in Croatia from 1990 to 2018. The first cycles encompasses changes in the 1990s. The second begins in 2000 and is marked by the process of Europeanization within the process of Croatia’s accession to the European Union. The third begins with the accession of Croatia into the EU (2013) and with the passing of the Strategy of Education, Science and Technology (2014). In each cycle adult education policy instruments, actors, goals are analysed. In the last two cycles similar policy goals, instruments, actors as part of Europeanisation adult education policy are maintained, while first cycle is marked by political, ideological and institutional severing ties from the socialist education system. Final results of those processes are not satisfactory, and adult education is still marginalized with small participation in adult education.

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Oros, Ildiko. "Legislative maintenance of the education system of adult population in the UK." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 218–23. http://dx.doi.org/10.33310/2518-7813-2019-65-2-218-223.

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The issue of improving the country’s competitiveness and the development of adult education for a long time, from the middle of the nineteenth century, have always been in the sight of the British authorities, were determined by the legislative and regulatory framework. It is believed that the beginning of adult education at the state level laid the law «On Education» in 1902, the Law «On Education» in 1944 regulated the education of adults. In connection with the improvement of production in the first half of the twentieth century, a number of policy materials are issued, according to which workers’ organizations, industrial councils are created, correspondence education is developing, courses of humanitarian education are organized. In the 70–80 years of the twentieth century, much attention is being drawn to the development Яof vocational education of adults in connection with a significant increase in the level of NTP. At the end of the twentieth century, a number of laws were issued, which served as the basis for a modern model of adult education: the structure of adult education management is changing, the policy of combining equal opportunities for all with market-oriented approaches to education, accreditation of most adult education programs, management of standardization of education. The relevant documents are issued in the country (the most well-known are «green» and «white» documents), which indicate the need for consultations on adult education, and the clarification of the issues of adult education development indicated in the policy materials. In the nineteenth century, the development of adult education was intensively taking place, policy materials were issued that promoted the education of adults, because its progress was necessary for the growing economy of the country.

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Walker, Jude, and Suzanne Smythe. "The (Un)deserving adult: Examining British Columbia’s adult basic education policy." Studies in the Education of Adults 52, no. 2 (2019): 195–214. http://dx.doi.org/10.1080/02660830.2019.1681241.

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Gadio, Moussa. "Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa." Adult Learning 22, no. 3 (2011): 20–24. http://dx.doi.org/10.1177/104515951102200303.

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Borg, Carmel, and Peter Mayo. "Globalisation, Southern Europe and European Adult Education Policy." Policy Futures in Education 6, no. 6 (2008): 701–17. http://dx.doi.org/10.2304/pfie.2008.6.6.701.

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Bhola, H. S. "Adult Education Policy and Performance: An International Perspective." Review of Policy Research 13, no. 3-4 (1994): 315–18. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00609.x.

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Zarifis, George K. "Global perspectives on adult education and learning policy." Studies in the Education of Adults 50, no. 2 (2017): 252–53. http://dx.doi.org/10.1080/02660830.2017.1283867.

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Feltsan, Inna. "Development of Swedish state policy in adult education." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 2(8) (2018): 229–32. http://dx.doi.org/10.31339/2413-3329-2018-2(8)-229-232.

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Bhola, H. S. "Adult education policy projections in the delors report." Prospects 27, no. 2 (1997): 207–22. http://dx.doi.org/10.1007/bf02737166.

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Milana, Marcella. "Global polity in adult education and UNESCO: landmarking, brokering and framing policy." Globalisation, Societies and Education 14, no. 2 (2015): 203–26. http://dx.doi.org/10.1080/14767724.2015.1010437.

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Марусинець, Маріанна. "AUSTRIA`S EDUCATIONAL POLICY IN THE CONTEXT OF ADULT EDUCATION." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 2 (December 27, 2020): 30–35. http://dx.doi.org/10.35387/ucj.2(2).2020.30-35.

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The article analyzes the concept of «continuing education» determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing professional training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when the past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to «block» any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women's Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.

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Melnikova, Julija, Andreas Ahrens, and Jeļena Zaščerinska. "NATIONAL INSIGHTS FROM LITHUANIA, LATVIA AND POLAND FOR EU ADULT EDUCATION POLICY DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 233. http://dx.doi.org/10.17770/sie2019vol5.3986.

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The discovery of the power of adult education in facilitating smart, sustainable and inclusive growth has increased the demand for adult learning. Education in European countries had always been seen as a national affair. The education systems and objectives had been closely related with each country’s history, political system and location. However, due to the increasingly global character of the way national and supranational policy is created, education policymaking is increasingly framed by national economic imperatives and driven by the need to be globally competitive. The education of adults is a component of these politics, and has become a powerful lever for shifting the boundaries between education and work, state and market, formal and informal education. The aim of the present article is to highlight the national perspectives of Lithuania and such neighbourhood countries as Latvia, Estonia and Poland. Despite national diversities, a cursory glance at contemporary processes in adult education across European states brings to light many common or similar characteristics in systems and mechanisms. Moreover, comparative perspective of countries’ experience and expertise is beneficial for improving of the quality of adult education. The novel contribution of the work is revealed in recommendations on policy for adult learning.

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Medina Fernández, Óscar. "La Educación de Personas Adultas a los Cincuenta Años de la Ley General de Educación." Cuestiones Pedagógicas 2, no. 29 (2020): 12–25. http://dx.doi.org/10.12795/cp.2020.i29.v2.01.

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Using as a reference the 1970 General Education Act, as well as other earlier and later education laws, I address the evolution of adult education from the 19th century to the present day, exploring three great challenges essential for the implementation of a credible and viable educational policy: a) Specific educational offer versus compensatory and substitute character; b) Differentiated pedagogy versus school model; and c) Legislation on the educational universe versus formal and official educational system. This analysis, in which legislation is contrasted with educational achievements and with the theories of authors, leads us to conclude that, throughout more than two centuries of existence, in Spain there has been no educational policy whatsoever in the area of adult education. There are several reasons for this fact: because the growth that this educational sector has experienced is unknown, and the personal, cultural, economic, social, and political benefits of this reality are not known; because the laws have been limited to the regulation of the formal and official educational system, leaving out a good part of the education that adults have and carry out; and because the pedagogical concept that justifies it has not transcended society or the competent institutions in the field

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Galloway, Vernon. "Universal Individualism and Constructions of the Adult Student in Scottish Adult Education Policy." Journal of Adult and Continuing Education 11, no. 2 (2005): 200–212. http://dx.doi.org/10.7227/jace.11.2.7.

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This article argues that adult education policy in Scotland has been constructed, in particular ways which resonate with significant cultural themes, lending them a currency which appeals to a deep sense of identity. Using the theme of universal individualism, the paper considers how ideas of community and education have been used to maintain the authority of powerful groups in the construction of curricula and pedagogy.

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López, Ruth M., and Yalidy Matos. "Latinx Education Under Attack: The Implications of Immigration Policy for Education." Association of Mexican American Educators Journal 12, no. 3 (2018): 148. http://dx.doi.org/10.24974/amae.12.3.410.

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This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.

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Roumell, Elizabeth Anne, Florin D. Salajan, and Corina Todoran. "A Survey of U.S. Education Policy Regarding the Education of Adults." Educational Policy 34, no. 5 (2018): 785–815. http://dx.doi.org/10.1177/0895904818802416.

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In the United States, adult and workforce education (AE) seems to be located, simultaneously, both everywhere and nowhere in particular. Ongoing shifts in national economic demands and changes in requirements for training and education have brought learning in the adult years into the federal public policy arena. Sometimes referred to as lifelong learning, AE has proven to be a somewhat vague concept as a basis for federal policy formulation, but its existence signals an important federal locus of responsibility for learning in adulthood. This historical examination of the AE policy domain offers a review of the formulation, and more specifically how AE policy has been framed, where AE policy originated, and its progression over time. Primary U.S. legislative documents, federal agency reports, and federal white papers spanning the years 1862 to 2014 were reviewed to present a survey of the AE policy area.

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Engesbak, Heidi, and Tor Arne Stubbe. "Bureaucratic response to policy change: implementation of adult education policy in Norway." International Journal of Lifelong Education 27, no. 1 (2008): 19–34. http://dx.doi.org/10.1080/02601370701803583.

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LAZORENKO, Olena. "CIVIL SOCIETY AS DRIVER IN DEMOCRACY DISCOURSE OF ADULT LEARNING POLICY IN UKRAINE." Filosofska dumka (Philosophical Thought) -, no. 5 (2020): 41–59. http://dx.doi.org/10.15407/fd2020.05.041.

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The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO’s terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and applying key skills. Acquisition of new skills, abilities and knowledge by adults usually occurs after they receive basic education and enter the labour market. In European practice, this covers formal, non-formal and informal forms of adult learning. Stakeholders were involved in the analytical re- search through a survey of experts; participation in a practical seminar on peer review workshop, which was held in the format of a progress meeting to present the Policy Research Report and discuss the preliminary results; virtual discussion of analytical documents. Usually, adult learning policy promotes social well-being and integration, employment and active civil participation. Ukraine lack of consolidate active state adult learning policy during the whole period of its independence since 1991. The problem-solving options proposed in the research and validated by stakeholders are presented in this article. The article will be interesting for social philosophy, educational & learning academic and non-academic researchers, policy-makers and practitioners.

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Dumitrescu, Iliana. "Adult Education, Priority in Educational Policy of Spiru Haret." Procedia - Social and Behavioral Sciences 142 (August 2014): 339–45. http://dx.doi.org/10.1016/j.sbspro.2014.07.645.

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Plotner, Anthony J., and Valerie L. Mazzotti. "Secondary Education to Adult Life Transition Policy and Practice." Journal of Disability Policy Studies 25, no. 1 (2014): 3–4. http://dx.doi.org/10.1177/1044207314529157.

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Bhola, H. S. "Adult Education Policy Formation and Implementation: A Global Perspective." Review of Policy Research 13, no. 3-4 (1994): 319–40. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00610.x.

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Mikulec, Borut. "Normative presumptions of the European Union’s adult education policy." Studies in the Education of Adults 50, no. 2 (2018): 133–51. http://dx.doi.org/10.1080/02660830.2018.1522942.

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Zhang, Tiedao. "Global perspectives on adult education and lifelong learning policy." International Review of Education 62, no. 6 (2016): 819–21. http://dx.doi.org/10.1007/s11159-016-9585-2.

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Patterson, Margaret Becker. "The Forgotten 90%: Adult Nonparticipation in Education." Adult Education Quarterly 68, no. 1 (2017): 41–62. http://dx.doi.org/10.1177/0741713617731810.

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Despite a highly developed U.S. adult education system, 90% of adults aged 20 years and older considered the least educated did not participate recently in formal or nonformal education. What are nonparticipants’ characteristics, learning backgrounds, and skill levels? What predicts their likelihood of not participating in recent formal or nonformal education? The author analyzed 2012/2014 Program for the International Assessment of Adult Competencies–USA data. Situational deterrents of increasing age, parental education, low income, and work and family responsibilities contribute to nonparticipation. Dispositional deterrents include health and disability challenges, low social trust, and difficulties relating new ideas to real life. Institutional deterrents are education costs and little work schedule flexibility. Supports reported by nonparticipants are liking to learn new things, use of computers, and getting information from television and people they trust. Results from Program for the International Assessment of Adult Competencies–USA analyses inform adult and postsecondary educators and policy makers on what happened to—and how to reach—the forgotten 90%.

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Umar, Abubakar Aliyu. "ANALYSIS OF THE IMPLEMENTATION OF ADULT EDUCATION POLICY IN SOKOTO STATE." Sokoto Educational Review 14, no. 1 (2013): 9. http://dx.doi.org/10.35386/ser.v14i1.81.

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This paper is an analysis of the implementation of adult education policy in Sokoto State, it focused mainly on finding out the effort of the Sokoto state government on the implementation of the Adult Education Policy/Programme with particular reference to funding, provision of instructional materials, staff welfare and problems encountered in the process of implementing adult education policy/programme in Sokoto State. The findings revealed that the Sokoto state government has made commendable efforts in providing transportation to the State Agency for Mass Education, for the monitoring and supervision of adult education programmes in the state. The paper also found that in the area of funding, provision of instructional materials, furniture, staff welfare and training, more effort is needed. It also revealed that the implementation of adult education programme in Sokoto state is faced with numerous problems such as inadequate funding and lack of instructional materials. The paper recommends among other things that adequate fund and instructional materials should be provided by the government.

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Wagner, Daniel A. "Adult Literacy: Monitoring and Evaluation for Practice and Policy." International Review of Education 54, no. 5-6 (2008): 651–72. http://dx.doi.org/10.1007/s11159-008-9108-x.

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Rasmussen, Palle, Anne Larson, and Pia Cort. "The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s." International Journal of Lifelong Education 38, no. 3 (2019): 254–67. http://dx.doi.org/10.1080/02601370.2019.1586778.

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Kaye, Lenard, and Sarah Burby. "Older Adults as Citizen Scientists and Policy and Planning Voices in Higher Education." Innovation in Aging 4, Supplement_1 (2020): 547. http://dx.doi.org/10.1093/geroni/igaa057.1786.

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Abstract The University of Maine is embarking on achieving AFU status. In addition to maximizing older adult participation in all facets of campus life (education, recreation, culture, etc.), their presence in nontraditional sectors of university activity will be emphasized. Building on the principles of community-based, participatory research, focal points of UMaine’s AFU strategy will be to ensure that age-specific, engagement mechanisms are created and maintained that ensure older citizens play an influential role in guiding and interpreting academic research and development and curricula innovation across multiple professions and disciplines. Using a state-wide, older adult research registry, and co-design, community test-beds in partnership with continuing care retirement communities, older adults will serve as citizen scientists. Other empowerment strategies for maximizing elder voice include expanding the number of departments that incorporate life span perspectives in their mission statements and expanding the number of older adult advisory bodies that inform university policy and practice.

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Wheelan, Belle S. "Challenges for Policy and Standards for Adult and Higher Education." New Directions for Adult and Continuing Education 2016, no. 149 (2016): 83–92. http://dx.doi.org/10.1002/ace.20179.

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Torres, Carlos Alberto. "Adult education as public policy: A perspective from Latin America." Prospects 18, no. 3 (1988): 379–88. http://dx.doi.org/10.1007/bf02194158.

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Milana, Marcella, Martin Kopecký, and Fergal Finnegan. "Editorial: Capitalism(s) and the future of adult education policy." European Journal for Research on the Education and Learning of Adults 12, no. 1 (2021): 7–13. http://dx.doi.org/10.3384/rela.2000-7426.relae22.

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Roumell, Elizabeth Anne, Florin D. Salajan, and Corina Todoran. "An Analysis and Illustration of U.S. Adult and Workforce Education Policy." Adult Education Quarterly 69, no. 4 (2019): 295–314. http://dx.doi.org/10.1177/0741713619856097.

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Systematic policy analysis regarding the area of adult and workforce education (AWE) in the United States is limited in the literature. This article presents the results from a historical analysis of federal-level U.S. policy documents spanning the years 1914-2014. We performed a systematic content analysis utilizing a context justification approach to analyze 19 pieces of U.S. legislation to discern broad patterns and trends in the area of AWE policy development. The benefits of examining policy through a lens of governance and system-level trends include gaining a clearer understanding of the evolution of key policy dimensions and how they contribute to shaping current circumstances in the field. Our analyses suggest the importance of historical conditions in shaping policy characteristics. We conclude that it is essential to understand these policy characteristics in order to seek the necessary information to more strategically advocate for AWE in the 21st century, and highlight areas where further inquiry is needed.

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Zaļaiskalne, Anita. "Non-formal adult education in Latvia: opportunities and challenges." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 127–36. http://dx.doi.org/10.37384/ptp.2020.09.127.

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The article “Non-formal adult education in Latvia: opportunities and challenges” includes a presentation of adult education planning in the European Union and Latvian education policy documents. Based on data on adult participation in education and theoretical aspects of adult learning, methodological recommendations for developing the content of adult non-formal education programmes are developed.

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Giere, Ursula. "Adult Education Policy Between Utopia and Fatalism: A Review Essay of Policy-related Literature." Review of Policy Research 13, no. 3-4 (1994): 433–42. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00615.x.

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Journal articles on the topic 'Adult education policy'

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