Lifelong Learning Policies Shaping the Life Courses of Young Adults. An Interpretative Analysis of Orientations, Objectives and Solutions

Autor/inn/en	Parreira do Amaral, Marcelo; Zelinka, Jozef
Titel	Lifelong Learning Policies Shaping the Life Courses of Young Adults. An Interpretative Analysis of Orientations, Objectives and Solutions
Quelle	In: Comparative Education, 55 (2019) 3, S.404-421 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2019.1619333
Schlagwörter	Foreign Countries; Lifelong Learning; Educational Policy; Young Adults; Policy Analysis; Individual Development; Outcomes of Education; Educational Trends; Policy Formation; Europe; Austria; Bulgaria; Croatia; Finland; Germany; Italy; Portugal; Spain; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Politics of education; Bildungspolitik; Young adult; Junger Erwachsener; Politikfeldanalyse; Individuelle Entwicklung; Lernleistung; Schulerfolg; Bildungsentwicklung; Politische Betätigung; Europa; Österreich; Bulgarien; Kroatien; Finnland; Deutschland; Italien; Spanien
Abstract	In the following article, we share our findings from the comparative analyses of 54 lifelong learning policy measures implemented in nine European countries, with a particular focus on their orientations, objectives, and solutions devised. Informed by the theoretical framework of Interpretive Policy Analysis (IPA), we have further reasoned on the impacts and unintended effects on young adults' life course transitions, especially those in vulnerable positions, as well as on the hidden ambivalences and incompatibilities in the objectives and orientations of lifelong learning policies. The article provides, first, a brief discussion of the conceptual and methodological choices made. Second, it gives an overview of the design and data basis of our research. In the third section, we present and discuss the central findings from our interpretive analyses, and we finally conclude with a discussion on current trends in lifelong learning policymaking and on their impact on young adults' transitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01