Global Perspectives on Adult Education and Learning Policy

1. Front Matter

   Pages i-xxix

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2. Introduction: A Global Outlook on Adult Education and Learning Policies

   1. Introduction: A Global Outlook on Adult Education and Learning Policies

      • Marcella Milana

      Pages 1-12

3. Europe and North America

   1. Front Matter

      Pages 13-13

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   2. Policies for Adult Learning in Scotland

      • John Field

      Pages 15-28

   3. Adult Education and Learning Policy in the Czech Republic

      • Martin Kopecký, Michal Šerák

      Pages 29-43

   4. Adult and Continuing Education Policy in the USA

      • Marcella Milana, Lesley McBain

      Pages 44-59

   5. Adult Education and Cultural Diversity in Brazil: National Policies and Contributions of Higher Education

      • Ana Ivenicki

      Pages 60-72

   6. Analysis of Policies in the Education of Young People and Adults in Mexico

      • Raúl Valdés-Cotera

      Pages 73-88

4. Sub-Saharan Africa, the Arab Region, Asia-Pacific

   1. Front Matter

      Pages 89-89

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   2. The State of Adult Education in Botswana in the Twenty-First Century

      • Idowu Biao, Tonic Maruatona

      Pages 91-103

   3. Changing Trends in Adult Education in Ghana: Issues of Policies, Ideology and Learning

      • Michael Ayitey Tagoe

      Pages 104-118

   4. Adult Education in Palestine after the Oslo Accords and Operation Protective Edge

      • Keith P. Hammond

      Pages 119-131

   5. Towards a Learning Society: An Analysis of Adult Education Policies and Systems in South Korea

      • In Tak Kwon

      Pages 132-147

   6. Learning the World? Changing Dimensions of Adult Education and Lifelong Learning in India

      • Sayantan Mandal

      Pages 148-162

5. Interstate and Transnational Organizations

   1. Front Matter

      Pages 163-163

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   2. Lifelong Learning for All Adults? A New Concept for the United Nations Educational, Scientific and Cultural Organization — Limits and Opportunities for a Changing Intergovernmental Organization

      • Balázs Németh

      Pages 165-178

   3. Framing the Adult Learning and Education Policy Discourse: The Role of the Organization for Economic Co-operation and Development

      • Kjell Rubenson

      Pages 179-193

   4. Adult Education at the World Bank: Poor Cousin or Key Stakeholder?

      • Peter Easton, Malaika Samples

      Pages 194-206

   5. Towards ‘Utilitarian’ Adult Education Perspectives? A Critical Review of the European Union’s Adult Education Policy

      • Eugenia A. Panitsides

      Pages 207-220

   6. The International Council for Adult Education and Adult Learning Policy: Addressing the Gap between Rhetoric and Practice

      • Alan Tuckett

      Pages 221-236

The worldwide appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. This book explores recent changes in their related national and international policies, how they intersect with developments in higher education and how they may contribute to debates on citizenship and democracy.

• Adult education
• adult learning
• lifelong learning
• higher education
• education policy
• international
• adult education
• Adult Learning
• democracy
• education
• European Union (EU)
• learning
• OECD
• Sample
• UNESCO

“Milana and Nesbit’s contribution to the Palgrave series on Studies in Global Citizenship Education and Democracy is much needed. … this is an excellent and captivating volume that leaves the reader hungering for greater depth and analysis. The case studies are almost all interesting and informative and they are a welcome first step in the growing area of policy analysis in adult education and lifelong learning.” (Amy D. Rose, Adult Education Quarterly, Vol. 67 (1), February, 2017)

“This is a very authoritative resource book on the current status of policies on adult education and lifelong learning in the countries and international agencies represented. It will definitely serve well as a professional guide for any reader to acquire a realistic understanding of the context in order to prepare practitioners and policy makers to link rhetoric with practicein the field of adult education and lifelong learning.” (Tiedao Zhang, International Review of Education, August, 2016)

“This book … reflect historical trajectories which have led to policy intersections between adult education and higher education and the inclusion of chapters from lesser-written-about countries such as Palestine, Scotland, the Czech Republic, South Korea and Ghana. … As a complementary text to the more mechanistic, but more global, coverage of country contexts that is now provided through UNESCO’s Global Reports on Adult Learning and Education, this book provides a useful and insightful contribution.” (Julia Preece, International Journal of Continuing Education and Lifelong Learning, Vol. 8 (2), May, 2016)

• Aarhus University, Denmark

  Marcella Milana

• Simon Fraser University, Canada

  Tom Nesbit

Idowu Biao, University of Botswana, Botswana Ana Canen, Federal University of Rio de Janeiro, Brazil Peter Easton, Florida State University, USA John Field, University of Stirling, UK Keith Hammond, University of Glasgow, UK Martin Kopecký, Charles University in Prague, Czech Republic In Tak Kwon, Chonbuk National University, South Korea Sayantan Mandal, Universidad de Deusto, Spain Tonic Maruatona, University of Botswana, Botswana Lesley McBain, University of California, USA Marcella Milana, Aarhus University, Denmark Tom Nesbit, Simon Fraser University, Canada Balázs Németh, University of Pécs Hungary Eugenia A. Panitsides, University of Macedonia, Greece Kjell Rubenson, University of British Columbia, Canada Malaika Samples, Florida State University, USA Michal erák, Charles University in Prague, Czech Republic Michael Tagoe, University of Ghana, Ghana Alan Tuckett, University of Wolverhampton, UK Raúl Valdés-Cotera, UNESCO Institute for Lifelong Learning (UIL), Germany

Policies and ethics