Evidence-Based Policy-Making: The Usability of the Eurostat Adult Education Survey

Autor/in	Boeren, Ellen
Titel	Evidence-Based Policy-Making: The Usability of the Eurostat Adult Education Survey
Quelle	In: International Journal of Lifelong Education, 33 (2014) 3, S.275-289 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2014.891887
Schlagwörter	Foreign Countries; Evidence; Policy Formation; Educational Policy; Benchmarking; Lifelong Learning; Surveys; Adult Education; Student Participation; Measures (Individuals); European Union + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Politische Betätigung; Politics of education; Bildungspolitik; Life-long learning; Lebenslanges Lernen; Survey; Umfrage; Befragung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Messdaten
Abstract	This article reflects on European education policy which is driven by benchmarks and indicators. While the European benchmark on adult lifelong learning participation--15% to be achieved by 2020--is measured by the Labour Force Survey, the Eurostat Adult Education Survey (AES) was designed to better understand the topic of adult lifelong learning participation in-depth. This article explores the AES as an instrument to inform policy-makers and whether it provides adequate information to empirically testify participation hypotheses. The article argues that analysis of the AES provides limited understanding of the educational supply side. Furthermore, policy-makers should be aware of methodological and conceptual weaknesses before relying on these data in their policy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10