Considerations of the impact of neoliberalism and alternative regimes on learning and its outcomes: an empirical example based on the level and distribution of adult learning

Abstract

This paper considers the extensive critique of the impact of the "market" or "neoliberal" model on learning and its outcomes in light of alternative models. The purpose is to consider the potential impacts of the market on learning and its outcomes and to contextualize critique by considering alternative coordination regimes. Three alternative regimes to coordinating economic activity and various aspects of education and adult learning systems (market-dominated, state-dominated, and stakeholder-dominated) are contrasted by highlighting the weaknesses and strengths of each with regard to learning and its outcomes. In turn, these regimes are linked to the varieties of capitalism and welfare state literature. Comparative data are used to briefly consider the link between alternative regimes and the level and distribution of adult learning. 2 INTRODUCTION Education in the 21st century is now a key economic policy tool. While education has been thought to be important for economic policy since the days of Adam Smith, this importance has intensified since the 1950s and especially since the onset of neoliberalism in the early 1980s. Among other things the influence of neoliberalism has reduced the significance of conventional macro-economic policy tools and other regulatory mechanisms, leaving national governments few alternative options for protecting their citizens against material as well as social and cultural risks. In effect, these developments have increased the significance of education in many regards, but the importance of a well-functioning economy for sustaining overall welfare has ensured that the economic rule of education is crucial.An important irony is that neoliberal politics actually emphasize the role that education should play in mitigating economic risks but deemphasize the role it should play in mitigating social and cultural risks, even if these latter risks have also been exacerbated by neoliberalism. While such tendencies exist, this is not a universal phenomenon. There are varieties of capitalism and different welfare state regimes that continue to rely on non-market-based solutions despite the onslaught of neoliberalism. Accordingly, there is a wide range of variation in institutions and public policies that condition and frame education and adult learning systems, including wider skill-and value-formation processes, and not least the level and distribution of learning. While market-oriented principles can and do have negative impacts, including on the distribution of learning opportunities, the suitability and desirability of alternatives is not obvious and should be considered carefully when critiquing efforts to improve the coordination of education and adult learning systems. This paper is organized as follows: First, a discussion of the rise of neoliberalism and some of its implications on learning and its outcomes; second, an overview of the consideration of the impact of alternative regimes on learning and its outcomes; and lastly, comparative data on the level and distributio...

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