European governance in adult education. On the comparative advantage of joining working groups and networks.

Autor/inn/en	Milana, Marcella; Tronca, Luigi; Klatt, Gosia
Titel	European governance in adult education. On the comparative advantage of joining working groups and networks.
Quelle	In: European journal for Research on the Education and Learning of Adults, 11 (2020) 2, S. 235-261Infoseite 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	10.25656/01:20285
URN	urn:nbn:de:0111-pedocs-202850
Schlagwörter	Vergleichende Erziehungswissenschaft; Bildungspolitik; Internationale Bildungspolitik; Arbeitsgruppe; Internationale Beziehungen; Soziales Netzwerk; Erwachsenenbildung; Internationaler Vergleich; Koordination; Netzwerk; Europäisches Netzwerk; Bildungsministerium; Europa
Abstract	This article examines the working of complex intergovernmental policies that have brought about new opportunities and structures in European adult education since the 2008 global financial crisis. Drawing on political sociology, it restricts attention on the Renewed European Agenda for Adult Learning (2011), to examine its historical development, and how it bundles together various governance mechanisms, policy instruments, and social actors to govern the adult education policy domain through policy coordination. This points at regulatory politics as a distinctive quality of European governance in adult education. Then, through Social Network Analysis, it explores in depth one of its policy instrument (i.e., coordinated working groups/networks) and the form of network governance it creates. This analysis pinpoints at the comparative advantage of some organizations (i.e., the ministries of Latvia, Finland and Belgium), which partake in this form of network governance. This produces unpredictable contingency in EU policy coordination. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4