Conceptual Foundations for Understanding Inequality in Participation in Adult Learning and Education (ALE) for International Comparisons

Autor/in	Lee, Jeongwoo
Titel	Conceptual Foundations for Understanding Inequality in Participation in Adult Learning and Education (ALE) for International Comparisons
Quelle	In: International Journal of Lifelong Education, 37 (2018) 3, S.297-314 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jeongwoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2018.1462265
Schlagwörter	Equal Education; Student Participation; Adult Students; Adult Education; Social Differences; Comparative Education; Foreign Countries; Cross Cultural Studies; International Assessment; Labor Market; Welfare Services; Human Capital; Neoliberalism; Politics of Education; Power Structure; Student Responsibility; Decision Making + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozialer Unterschied; Vergleichende Erziehungswissenschaft; Ausland; Cultural comparison; Kulturvergleich; Labour market; Arbeitsmarkt; Fürsorgeeinrichtung; Humankapital; Neo-liberalism; Neoliberalismus; Educational policy; Bildungspolitik; Decision-making; Entscheidungsfindung
Abstract	Inequality in adult learning and education (ALE) participation has been reported by previous comparative studies. In doing so, however, most of efforts have been made to understand such patterns of inequality in ALE participation at the micro-level using a conceptual approach based on human capital theory. While the micro-level approach offers an individualistic and economic perspective on learning, macro-level structural conditions play an important role in creating the circumstances faced by individuals. By performing a critical literature review, this paper intends to build conceptual foundations conducive to understand both micro- and macro-level dimensions implicitly and/or explicitly linked to inequality in ALE participation. Specifically, this paper takes a brief look into social origins as a micro-level factor, and takes an in-depth look into social inequality (i.e. education, economic and skill inequality) and institutional settings (i.e. active labour market policies and strictness of employment protection,) as macro-level factors. These conceptual foundations can be used as a conceptual framework for a cross-country empirical analysis of the degree of inequality in ALE participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01