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AutorHake, Barry
TitelRegulatory governance of 'training markets', 'market failure', and 'quasi' markets: historical dimensions of the post-initial training market in the Netherlands.
QuelleIn: European journal for Research on the Education and Learning of Adults, 7 (2016) 2, S. 171-189
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Spracheenglisch
Dokumenttyponline; Zeitschriftenaufsatz
ISSN2000-7426
DOI10.3384/rela.2000-7426.rela9080
URNurn:nbn:de:0111-pedocs-125351
SchlagwörterBildungsgeschichte; Selbststeuerung; Steuerung; Neoliberalismus; Staat; Arbeitsmarkt; Beschäftigungspolitik; Marktgerechte Qualifikation; Erwachsenenbildung; Weiterbildungsangebot; Weiterbildungsmarkt; Zweiter Bildungsweg; Lebenslanges Lernen; Änderung; Intervention; Niederlande
AbstractThis article examines regulatory governance of the post-initial training market in The Netherlands. From an historical perspective on policy formation processes, it examines market formation in terms of social, economic, and cultural factors in the development of provision and demand for post-initial training; the roles of stakeholders in the longterm construction of regulatory governance of the market; regulation of and public providers; policy responses to market failure; and tripartite division of responsibilities between the state, social partners, commercial and publicly-funded providers. Historical description and analysis examine policy narratives of key stakeholders with reference to: a) influence of societal stakeholders on regulatory decision-making; b) state regulation of the post-initial training market; c) public intervention regulating the market to prevent market failure; d) market deregulation, competition, employability and individual responsibility; and, e) regulatory governance to prevent 'allocative failure' by the market in non-delivery of post-initial training to specific target groups, particularly the low-qualified. Dominant policy narratives have resulted in limited state regulation of the supply-side, a tripartite system of regulatory governance by the state, social partners and commercial providers as regulatory actors. Current policy discourses address interventions on the demand-side to redistribute structures of opportunity throughout the life courses of individuals. Further empirical research from a comparative historical perspective is required to deepen contemporary understandings of regulatory governance of markets and the commodification of adult learning in knowledge societies and information economies. (DIPF/Orig.).
Erfasst vonDeutsches Institut für Internationale Pädagogische Forschung, Frankfurt am Main
Update2017/1
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