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Informationen zum Autor Marcella Milana is Associate Professor at the University of Verona, Italy. She is a board member of the European Society for the Research on the Education of Adults (ESREA), joint convenor of its Research Network on Policy Studies in Adult Education, and co-Editor of the International Journal of Lifelong Education. Her research interests include comparative and adult education, lifelong learning policy, European governance, education for democratic citizenship, participation in adult education, and the professionalization of adult educators. Her latest book is Global Perspectives on Adult Education and Learning Policy (with Tom Nesbit, 2015). John Holford is Robert Peers Professor of Adult Education at the University of Nottingham, UK, and an Editor of the International Journal of Lifelong Education . His current research interests lie in European lifelong learning policy and the impact of neoliberalism on adult and higher education. His recent books include Adult Education Policy and the European Union: Theoretical and Methodological Perspectives (with Marcella Milana, 2014), and Lifelong Learning in Europe: National Patterns and Challenges (with Ellu Saar & Odd-Bjorn Ure, 2013). Vida A. Mohor¿i¿ Špolar is an independent researcher. She also teaches at the University of Ljubljana, Slovenia. A joint convenor of the ESREA Research Network on Policy Studies in Adult Education, she has been researching and writing about adult policy, adult literacy, participation in adult education, and democratic citizenship. She has been active in European and UNESCO projects and is currently involved in PIAAC (Programme for International Assessment of Adult Competences). Klappentext This book explores why those involved in educating post-school young people and adults have quietly abandoned the term 'education' in favour of 'learning', and reveals key features of the policy environment around adult education. It addresses the developments that have occurred in the area; asks whether increased state awareness actually helps give a voice to the grass-roots needs of local communities, or whether it creates patterns of dependency; and looks at the growing culture of monitoring and testing by governments and research institutes, and how this information can be used and abused. This book was originally published as a special issue of Globalisation, Societies and Education. Zusammenfassung Adult and Lifelong Education explores why politicians, researchers, and practitioners involved in educating post-school young people and adults have quietly abandoned the term ‘education’ in favour of ‘learning’. Bringing together contributions from experienced as well as younger scholars, and from Europe, North America, and Australasia, it draws on global, national, and local perspectives to reveal key features of adult education’s policy environment. At the book’s heart are three main concerns. First, what is the spatial reach of these developments, and what processes of fluidity and fixity emerge? Second, does increased state and international recognition of civil society’s role in adult education and learning help to voice grass-roots learning needs for individuals and communities? Or does it create new patterns of dependency and ‘domestication’? Finally, given the growing culture of monitoring, and the investment – of money, time and attention – which international organizations, national governments, and research institutes around the world are making in gathering information on people’s skills and knowledge, and how they use them, what is happening when literacy, numeracy, and problem-solving abilities are tested? How is this knowledge used – and abused – in various policy environments, and who benefits? The book is an outcome of the work of the European Society for the Research on the Education of Adults (ESREA)...
