Negotiation and officialisation: how commissions and task forces contribute to adult education policy in Italy and Denmark.

Autor/inn/en	Milana, Marcella; Rasmussen, Palle
Titel	Negotiation and officialisation: how commissions and task forces contribute to adult education policy in Italy and Denmark.
Quelle	In: European journal for Research on the Education and Learning of Adults, 9 (2018) 2, S. 211-227Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:16145
URN	urn:nbn:de:0111-pedocs-161458
Schlagwörter	Vergleichsuntersuchung; Bildungssystem; Bildungspolitik; Bildungsreform; Öffentliches Bildungswesen; Arbeitsgruppe; Steuerung; Politisches System; Regierung; Erwachsenenbildung; Entwicklung; Kommission; Dänemark; Italien
Abstract	In this article we examine and contrast how the work of commissions and task forces, assembled to negotiate consensus on important policy issues, contributed to reforms affecting adult education in Italy and Denmark over the period 2000-2016. First, we conceptualise the work of commissions and task forces as a key, yet underexplored, element in national policy reforms, then outline the methodology employed. Following is our comparative analysis. Our discussion highlights that commissions and task forces have been an important element in both countries, and at least three dimensions help explain their country-specific functions: 1) the type of the national political system; 2) its ideological strength over time; and, 3) the nature of its relation to the European Union (EU). We suggest that these dimensions should be adequately considered in further studies. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2