Review article
https://doi.org/10.3935/rsp.v27i1.1635
Lifelong Learning of Young Adults in the Context of Public Policies – A European Perspective
Dejana Bouillet
orcid.org/0000-0002-0486-3378
; Učiteljski fakultet Sveučilišta u Zagrebu
Vlatka Domović
orcid.org/0000-0001-5794-6786
; Učiteljski fakultet Sveučilišta u Zagrebu
Monika Pažur
orcid.org/0000-0003-0936-0048
; Učiteljski fakultet Sveučilišta u Zagrebu
Abstract
The paper analyses 134 policies which address lifelong learning policies (LLL policies) in nine countries involved in the project Policies Supporting Young Adults in their Life Course: A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe (YOUNG_ADULLLT, HORIZON 2020). The analysis is based on three theoretical concepts - cultural political economy, life course theory and governance. The objective of the analysis is to determine the ways in which the LLL policies for youth are formulated and implemented in educational, economic and social sectors. The analysis shows the differences between the countries with regard to the stated goals that are a result of different social and economic circumstances. Policy formulation policies range from centralized to decentralized. The objectives of policies are threefold - educational, economic and social, with their representation varying from country to country. The levels and mechanisms of lifelong learning coordination also show the differences between countries with regard to centrally managed localism, laissez faire and democratic localism.
Keywords
policy; lifelong learning; young adults; Europe
Hrčak ID:
236104
URI
Publication date:
20.3.2020.
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