Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes. Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands. Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways."-- "Compares adult learning governance and provision, and their impact on the take-up of adult learning among populations, skills development and well-being across nine countries"--

Adult education and state --- State and adult education --- Adult education --- Education and state --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Adult education. --- Adult education and state. --- State and adult education --- Adult education --- Education and state --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Norway is a test-bed for the implementation of a bold vision of lifelong learning. There is broad and strong political support within Norway for lifelong learning as a next logical step for a highly developed country with a highly educated population, confronted with challenges ranging from economic re-structuring, to an ageing workforce, the contradictions of labour shortages and increased leisure time, and an increasingly diverse society. But even in Norway the institutional arrangements and policies fall short of a systemic approach to lifelong learning. The most obvious shortcomings concern adults where there are daunting issues regarding the governance and finance of adult learning. Leadership is a vexed issue insofar as successful implementation depends on concerted action by several ministries as well as the social partners. Choice, equity and quality are in many cases conflicting objectives and difficult trade-offs have to be resolved. Norway is advanced, relative to other countries, in the development of new politics regarding the knowledge society. Indeed, it can be argued that if lifelong learning is to succeed anywhere, Norway is one of the most likely places in view of its history of reforms, co-operation among bodies, high educational standards and outcomes. Lessons from the experience with this approach can be usefully applied in other settings. This study is divided into two parts: the background report (which was prepared by the Norwegian authorities) and the OECD Examiners' report.

Adult education. Lifelong learning --- Norway --- Continuing education --- Adult education and state --- Government policy --- Education and state --- Education permanente --- Education --- Case studies --- Cas, Etudes de --- Politique gouvernementale --- State and adult education --- Adult education --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This publication aims to identify what works in the policy and practice of adult learning, drawing on the experience of nine OECD countries: Canada, Denmark, Finland, Norway, Portugal, Spain, Sweden, Switzerland and the United Kingdom (England). It defines the features of a desirable system of adult learning, including ways to motivate adults to learn and methods to deliver appropriate services. This book will be indispensable to policy makers and those involved in the practice of adult learning.

Adult education. Lifelong learning --- Adult education --- Adult education and state --- Federal aid to adult education --- State and adult education --- Education and state --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- Federal aid --- Law and legislation --- Finance

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Adult education --- Adult education and state. --- State and adult education --- Education and state --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- Educació d'adults --- Política educativa --- Taiwan