Lifelong learning policies shaping the life courses of young adults. An interpretative analysis of orientations, objectives and solutions

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...

Authors: Parreira do Amaral, Marcelo
Zelinka, Jozef
Document types:Article
Media types:Text
Publication date:2019
Date of publication on miami:27.06.2019
Modification date:27.06.2019
Edition statement:[Electronic ed.]
Source:Preprint-Manuskriptfassung der Druckausgabe: Comparative Education, Taylor & Francis Group, 2019, ISSN: 0305-0068 (Print) 1360-0486 (Online)
Subjects:Life course transitions; LLL policies; Europe; vulnerability; interpretive policy analysis; cultural political economy; young adults
DDC Subject:370: Bildung und Erziehung
License:CC BY-NC-ND 4.0
Language:English
Notes:Die Veröffentlichung erfolgt mit freundlicher Genehmigung der Taylor & Francis Group.
Format:PDF document
URN:urn:nbn:de:hbz:6-64159642590
Permalink:http://nbn-resolving.de/urn:nbn:de:hbz:6-64159642590
Other Identifiers:DOI: 10.1080/03050068.2019.1619333
Digital documents:artikel_parreira-zelinka_2019.pdf

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.