Seven types of formal adult education and their organizational fields: towards a comparative framework

Hefler, Günter; Markowitsch, Jörg

doi:10.4337/9780857937360.00011

Cited by 8 publications

(9 citation statements)

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“…For further results from the project, see in particular Holford et al (2008), Riddell and Weedon (2012), and Hefler and Markowitsch (2013). Note 1.…”

Section: Fundingmentioning

confidence: 98%

“…Adult education systems themselves also vary across countries. As Hefler and Markowitsch (2013) point out, the concept of formal adult education is fluid. In fact, they argue that different adult education systems can be characterized by two main components: variety in provision and in length and content of the programs.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…We are grateful to the EU's 6th Framework research program, which funded the research, and to our colleagues in the LLL2010 consortium. For further results from the project, see in particular Holford et al (2008), Riddell and Weedon (2012), and Hefler and Markowitsch (2013).…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

“…In relation to policy, for instance, Holford et al (2008) found "significant diversity in approaches to lifelong learning in post-communist regimes," and that "labour market conditions are central in defining the nature of lifelong learning in any particular country" (p. 133). Saar and Ure (2012) and Hefler and Markowitsch (2013) have broadened and deepened this analysis: on the one hand, by exploring the basis and utility of various country typologies, and on the other, by exploring-from an evolutionary or historical perspective-the features of seven types of formal adult education. In the same vein, "striking" differences in participation between countries led Boeren, Nicaise, Roosmaa, and Saar (2012) to question "the feasibility of a one-size-fits-all EU policy with specific targets and policy measures" (p. 81).…”

Section: Introductionmentioning

confidence: 99%

“…In the same vein, “striking” differences in participation between countries led Boeren, Nicaise, Roosmaa, and Saar (2012) to question “the feasibility of a one-size-fits-all EU policy with specific targets and policy measures” (p. 81). Saar and Ure (2012) and Hefler and Markowitsch (2013) have broadened and deepened this analysis: on the one hand, by exploring the basis and utility of various country typologies, and on the other, by exploring—from an evolutionary or historical perspective—the features of seven types of formal adult education.…”

Section: Introductionmentioning

confidence: 99%

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Vocationalism Varies (a Lot)

Boeren

Holford

2016

Adult Education Quarterly

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To encourage adult participation in education and training, contemporary policy makers typically encourage education and training provision to have a strongly vocational (employment-related) character, while also stressing individuals' responsibility for developing their own learning. Adults' motivation to learn is not, however, purely vocational-it varies substantially, not only between individuals but between populations. This article uses regression analysis to explain motivation among 12,000 learners in formal education and training in 12 European countries. Although vocational motivation is influenced by individual-level characteristics (such as age, gender, education, occupation), it turns out that the country in which the participation takes place is a far stronger explanatory variable. For example, although men's vocational motivation to participate is higher than women's in all countries, Eastern European women have significantly higher levels of vocational motivation than men in Western Europe. This supports other research which suggests that, despite globalization, national institutional structures (social, economic) have continuing policy significance.

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“…For further results from the project, see in particular Holford et al (2008), Riddell and Weedon (2012), and Hefler and Markowitsch (2013). Note 1.…”

Section: Fundingmentioning

confidence: 98%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Vocationalism Varies (a Lot)

Boeren

Holford

2016

Adult Education Quarterly

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Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover

Endrizzi

Schmidt-Behlau

2021

Young Adults and Active Citizenship

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Drawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.

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Lifelong learning, young adults and the challenges of disadvantage in Europe

Tuckett

2023

Int Rev Educ

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This series explores adult education and lifelong learning, emphasising the tensions between universal models and approaches that value local cultures, traditions, histories, and mutual understanding between diverse communities. Contributions to this series contribute original knowledge and insights in adult education and lifelong learning, based on original empirical research and deep theoretical analysis, and stimulate debate on policy and practice. Books are geographically broad, drawing on contributions from within and without the Anglophone world, and encompass research-based monographs and edited collections, thematic edited collections addressing key issues in the field, and trenchant overviews designed to stimulate intellectual debate among wider audiences.

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Seven types of formal adult education and their organizational fields: towards a comparative framework

Cited by 8 publications

References 0 publications

Vocationalism Varies (a Lot)

Vocationalism Varies (a Lot)

Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover

Lifelong learning, young adults and the challenges of disadvantage in Europe

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