This article analyses transnational policies on employability to understand the development of employability as a global norm and reflects about its consequences for stakeholders in the field of lifelong learning.

This comparative study based on policy documents and statistical data analyses how the implementation of Recognition of Prior Learning policy designs has developed in two contrasting contexts (cases), Denmark and India, using the conceptual formulations of Ehlers’ Box Model (2005), the Integrated Implementation Model (Winter, 2012), and Policy Instruments (Vedung, 1998). As requirements for effective policy implementation, the authors argue for the involvement of all stakeholders, ownership and accountability by stakeholders leading to effectiveness in the short run and policy evolution in the long run, and the use of an appropriate mix of policy instruments.

This paper discusses the role of policies in promoting or hindering professionalisation in adult education in different contexts. The paper draws generalisations based on three case studies: India, Colombia and Denmark, where professionalisation of adult education is negligible. The methodology includes case studies, policy analysis and a comparative perspective. The paper concludes that the professionalisation of adult education has diminished with the emergence of lifelong learning because the focus of policies has shifted to learning outcomes rather than educators. Stakeholders who favour the professionalisation of adult education and learning, therefore need to ensure the development of distinctive offers, create a market for them and get them acknowledged to convince policy makers for investment.

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